Metadata Schema for Folktales in the Mekong River Basin

The aim of this study was to analyze the content, context, and structure of folktales from the Mekong River Basin, and to develop a metadata schema for data description and folktale storage. The research was conducted using the MAAT metadata lifecycle model, which comprises the following four steps: (1) conducting an information content analysis; (2) creating metadata requirements, (3) developing a metadata schema; and (4) carrying out a metadata service and evaluation. The folktale analysis, based on Anne Gilliland’s information object analysis, revealed the following: (1) the folktale content consists of types of tales, and the morals, beliefs, and parts they incorporate; (2) the folktale context consists of and names distributors, characters, scenes, magical objects, ethnic groups, languages, countries, relationships between tales, and their sources; (3) the folktale structure includes verbal, non-verbal, and mixed forms. The metadata schema development adopted the functional requirements for bibliographic records concepts and existing metadata standards, resulting in metadata with the following 18 elements: identifier, title, creator, contributor, description, relation, language, medium, sources, date, rights, keyword, character, moral, ethnic group, motif, place, and country. The metadata elements were described using the categories: name, definition, format, example, and note.

Does the ATAR Predict Pre-service Teacher Capacity for Inclusive Classroom Practice? Classroom Practice?

In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.

Cognitive reactivity amplifies the activation and development of negative self-schema: A revised mnemic neglect paradigm and computational modelling

Little is known about how self-schemas are formed, fluctuate, and are reinforced. In this study, we used a revised mnemic neglect paradigm to examine how self-schema fluctuates following episodic events (feedback) and its self-concordance. Undergraduate students (N = 42) exhibiting various depressive symptoms underwent psychological testing followed by bogus feedback regarding their personality, future, and behavioural traits, where they rated their state self-schemas and feedback self-concordance trial by trial. Linear mixed models showed that feedback self-concordance was determined by the interaction between self-schema and the emotional valence of the feedback, and the self-schema fluctuated with the interaction between prediction error (the difference between the emotional valence of the feedback and the current self-schema) and feedback self-concordance. Cognitive reactivity, the ease of responding to negative moods, was associated with higher parameters regressed onto self-schema and self-concordance regardless of feedback valence, indicating that it enhances the likelihood of self-schema fluctuation positively and negatively. The results of computational modelling employed for the simulation of self-schema development show that some individuals developed a negative self-schema even after experiencing many positive events, while others developed a positive self-schema after experiencing many negative events; these parameters were characteristic of individuals with high levels of cognitive reactivity. These results have significant implications for self-schema development and depression.

Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer’s writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recom-mendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students’ revision task schema development.

THE EFFECT OF “SCHEMA DEVELOPMENT TECHNIQUE” ON STUDENTS’ READING ABILITY AT SENIOR HIGH SCHOOL STUDENT

This study aimed to find the effect of “schema development technique” on students’ reading ability at senior high school students. It is also aimed to find whether schema development technique could improve students’ reading ability on the aspect of literal comprehension, inference and vocabulary building. The population was the tenth graders of SMA Negeri Rejang Lebong, from which two classes were selected as the research sample. The instrument was a reading test. The instrument draft had been tried out. The try out was done to find the validity and item characteristics of the original draft. From 90 try out item questions, 42 of them were found to be valid and 48 were invalid. The reliabilty index was 0,898 (high). The findings of the research revealed that schema development technique was effective for improving students overall comprehension. It was also effective for improving two aspects (literal aspect and vocabulary building). However, it was not effective for improving students’ reading ability on inference aspect. It’s caused by the nature of inference which requires for background knowledge towards the reading text.

Investigating a Non-Invasive Method of Measuring the Quality of Latent Hazard Schemas of Novice Teen and Experienced Adult Drivers

The main objective of this study was to investigate the development of a non-invasive tool for assessing the quality of a driver’s latent hazard schema. Verbal and eye tracking protocols were mapped to Endsley’s model of situation awareness (SA) as a means of measuring schema development. Participants were asked to drive a simulator with various hazard scenarios. Verbal protocol results showed that teenswere less likely to verbally associate subtle cues and accurately state what ‘could happen’. The verbal protocols of teens consisted primarily of simple statements of what was happening and what they were currently doing. Whereas, experienced drivers’ verbal protocols indicated higher levels of processing of the driving environment and contained projections of what could happen. In mapping driver commentary and eye glances for potential hazards in which the hazardous element is hidden from view, experienced adult drivers achieved overall higher level of situation awareness than teen drivers.