Tuesday Onsite Presentation Session 1 Professional Training, Development & Concerns in Education

Session Chair: Kevin Kien Hoa Chung

09:30-09:55

68319

| The Impact of Athletic Success on the Freshmen Enrollment at High Schools in Taiwan

Ted Chang, National Academy for Educational Research, Taiwan

The Flutie effect refers to a phenomenon when athletic success of a college leads to an uptick in new student enrollment. This research investigates whether high schools in Taiwan have similar enrollment growth. Enrollment data from 519 high schools during the period from 2014 to 2021 are used to see if the freshman enrollment is affected by the outcomes of four national high school tournaments. Impacts of these four events are estimated through two OLS models, one focusing on the effect of participation, the other on the ranking. The results show that, first, participation has a significant impact on the male student enrollment in the following year, but not necessarily a positive one. In the High School Basketball League (HBL) male division, a positive Flutie effect appears when the number of male enrollments in the previous year is greater than 353.07; in Black Panther baseball games, when the number is greater than 125.36. However, in High School Baseball Taiwan (HBT) games, the effect exists when the number is smaller than 191.93. As for the participation effect on female enrollment, no Flutie effect is found. Second, the ranking effect on both male and female enrollment is present in HBL male division and HBT games. Male enrollment at schools reaching higher rankings in HBL tournament increases by 6.8-7.2% and female enrollment by 9.9%, compared to the enrollment of schools eliminated in the 1st round. In HBT games, male enrollment of higher-ranking school rises by 5% while female enrollment by 6.7%.

09:55-10:20

57273 | Using Contemporary Art in Professional Health Education and Training

Dina Alsalih, Volonte

HC Consulting, United

States

Although there are an unlimited availability of online health resources today for professional health education and training, these myriad of resources have complicated education for healthcare providers, employees, and patients— particularly older adults, and individuals with limited English language skills. Even highly educated individuals may find the information too complicated to understand, especially when they’re confronted with time limitation. Research has shown that the human brain can process images significantly faster than words. Also, visual images are more effective in simplifying complex subjects, allowing the retention of complex health information permanently in our memory, where they become indelibly etched. To manifest those facts, I’ve created state of the art and innovative health training infographics to help learners grasp complex health concepts easily and to expand their cognitive capabilities by stimulating their imaginations. In my presentation, I will be sharing unique techniques that I’ve adapted in delivering and transforming complicated scientific topics into simplified/entertaining material, and which has shown impressive outcomes in the past few years of implementation. Through graphics, I’m demonstrating how powerful visual metaphors of health and medical illustrations can create strong motivation in people, allowing them to attain a healthy lifestyle at work and home. My participation in this fundamental event will enable health education reach a new level and improve well being.

10:20-10:45

69179 | Mitigating Bullying and Harassment in Professional Education Through the Theories and Praxis of Humour and Satire

Alan Weber, Weill Cornell Medicine, Qatar

Bullying, harassment, and undermining have been identified internationally as serious concerns within professional education programs. Recent studies in the field of medical education for example, have revealed not only the surprisingly widespread nature of the problem, but have also documented a clear correlation between psychologically abusive behaviours and mental health effects including depression, anxiety, and suicidal ideation among healthcare professionals-in-training. Given the large financial investments that public education systems make in preparing professionals to serve society, solutions such as fines, criminal penalties, or license suspension can be both economically and socially counterproductive. Clearly education and training to prevent and confront negative professional behaviours has become the norm, but no consensus has emerged on how to identify and carry out gold standard and best practices programs. This contribution reports findings on novel programs at the Pennsylvania State University, Cornell University, and UCLA that employ humour and satire to diffuse bullying and harassment, specifically making use of common humanities educational paradigms such as reflective writing, graphic representation, role play, and narrative.

10:45-11:10

67014 | Culturally Responsive Education in Kindergartens: Supporting Non-Chinese Speaking Ethnic

Minority Children in Chinese Learning and Social-emotional Learning

Kevin Kien Hoa Chung, The Education University of Hong Kong, Hong Kong

Barbara Pui King Ho, The Education University of Hong Kong, Hong Kong

Chun Bun Lam, The Education University of Hong Kong, Hong Kong

Sing Pui To-Chan, The Education University of Hong Kong, Hong Kong

In Hong Kong, around 33,000 non-Chinese speaking ethnic minority (NCS-EM) students were studying in local schools in 2019-2020, and nearly 40% were kindergarten children. However, from 2015 to 2019, the percentage of NCS-EM students admitted to government-funded postsecondary programmes remained 10% lower than that of the overall student population (Legislative Council Secretariat, 2020). Many NCS-EM students have experienced challenges in school adaptation because of difficulties with Chinese language. Studies on NCS-EM children’s problems in Chinese learning revealed that insufficient exposure to Chinese language in children’s daily living made them lag behind their Chinese-speaking peers (Oxfam et al., 2019). Even though some of them were locally born, their Chinese language proficiency, especially in recognizing Chinese characters and writing Chinese characters, remained a concern (Legislative Council Secretariat, 2018; Oxfam et al., 2019). This paper suggests immersing cultural responsiveness in support of NCS-EM children in learning Chinese language and social-emotional skills. The focus will be on teacher professional development, curriculum planning, and learning and teaching. Practical suggestions derived from a five-year Hong Kong based ‘C-for-Chinese@JC’ Project, which underscores the use of culturally responsive education benchmarks in kindergartens, are given. Guidelines for providing support to NCS-EM children for building up a learning environment with equity will be proposed.