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How College Students Can Depolarize: Evidence for Political Moderation Within Homogeneous Groups

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This paper demonstrates that, after deliberation, college students showed immense moderation potential and affective depolarization, especially even given their homogeneity as a bloc within American politics and within the overwhelmingly liberal sample for this paper. These findings offer optimism for future research in homogeneous groups through understanding that group polarization, while a very worrisome phenomenon, can be avoided with the right precautionary measures. It is clear that college students are capable of engaging constructively across differences and that deliberation, through Deliberative Polling in particular, can serve to build the capacity to do so.

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Michigan Journal of Community Service Learning
Authors
Alice Siu
Number
Issue 2

Meredith Rowe

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Saul Zaentz Professor of Early Learning and Development, Harvard Graduate School of Education
Faculty Co-Chair, Human Development and Education Program, Harvard Graduate School of Education
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PhD

Meredith Rowe is a professor at the Harvard Graduate School of Education (HGSE). She leads a research program on understanding the role of parent and family factors in children's early language and literacy development. She is particularly interested in uncovering features of children's early communicative environments that contribute to language and cognitive development and applying this knowledge to the development of intervention strategies for caregiver. Rowe received her doctoral degree in Human Development and Psychology from the HGSE in 2003 and then pursued postdoctoral fellowships in the Psychology and Sociology departments at the University of Chicago for several years. She was Assistant Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland from 2009-2014 and joined HGSE as an Associate Professor in 2014. Rowe's work has been funded by the American Educational Research Association (AERA), the National Institutes of Child Health and Human Development (NICHD) branch of the National Institutes of Health (NIH), the National Science Foundation (NSF), and other private foundations.  Her work is published widely in top journals in education and psychology, including: Science, Child Development, Developmental Science, and Developmental Psychology.

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Generalizable Evidence that Computer Assisted Learning Improves Student Learning: A Systematic Review of Education Technology in China

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Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of educational technology on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of education technology to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.

Journal Publisher
Computers and Education Open
Authors
Yue Ma
Prashant Loyalka
Scott Rozelle

Flavio Cunha

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Professor of Economics, Rice University
Research Associate, Population Studies Center at the University of Pennsylvania
Faculty Research Fellow, National Bureau of Economic Research
Research Associate, Rede de Economia Aplicada
Research Affiliate, Rural Education Action Program
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PhD

Flávio Cunha is a Professor of Economics at Rice University, a Research Associate at the Population Studies Center at the University of Pennsylvania, a Faculty Research Fellow at the National Bureau of Economic Research, and a Research Associate at Rede de Economia Aplicada. He received his MSc in Economics from Fundação Getúlio Vargas in Rio de Janeiro and his PhD in Economics from the University of Chicago. Cunha’s teaching and research fields are labor economics and economics of education. 

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Reimagining Russian Higher Education: Could an experiment in progressive education in Siberia help transform Russia's universities?

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In Tyumen, a Siberian city located some 1,000 miles east of Moscow, a radical experiment in Russian higher education is taking place. The School of Advanced Studies (SAS) is an institute that is attempting to bring multidisciplinary, liberal arts-influenced education to Russia. Founded in 2017, SAS operates as an autonomous institution within the state-funded University of Tyumen (UTMN). This article will analyze SAS's current educational model through data and interviews with faculty, administration, and students. It is divided into five parts. The first section offers background information. We explain how SAS was founded, its source of funding, and why liberal education is an outlier in Russia. The middle three sections take a deeper look at the institution from the perspectives of the administration, students, and faculty. We document their observations about the SAS experiment, highlighting their differing views on what they believe the institute's mission should be. These sections also analyze which elements of the SAS model are working so far and which ones need further development. The final section sums up our findings: how is SAS, a progressive, liberal experiment, able to exist in a traditional, generally inflexible Russian education system? So far, what are the institution's successes and failures? And finally, is SAS a fluke experiment, or is there potential to create similar institutions throughout Russia?

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Conference Memos
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The Stanford US-Russia Journal
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No. 1

SPICE Webinar: "Japanese War Brides: Teaching History Through Multimedia Resources"

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Webinar recording: https://youtu.be/sp4EWuLct7E 

 

 

Following the end of World War II, more than 45,000 young Japanese women married American GIs and came to the United States to embark upon new lives among strangers. The mother of Kathryn Tolbert, a former long-time journalist with The Washington Post, was one of them.

 

Tolbert noted, “I knew there was a story in my mother’s journey from wartime Japan to an upstate New York poultry farm. In order to tell it, I teamed up with journalists Lucy Craft and Karen Kasmauski, whose mothers were also Japanese war brides, to make a short documentary film through a mother-daughter lens. Fall Seven Times, Get Up Eight: The Japanese War Brides was released in August 2015 and premiered on BBC World Television.”

 

Tolbert spent a year traveling the country to record interviews, funded by a Time Out grant from her alma mater, Vassar College. The Japanese War Brides Oral History Archive is the result of her interviews. The Oral History Archive documents an important chapter of U.S. immigration history that is largely unknown and usually left out of the broader Japanese American experience. In these oral histories, Japanese immigrant women reflect on their lives in postwar Japan, their journeys across the Pacific, and their experiences living in the United States.

 

Join Kathryn Tolbert as she describes bringing the legacy of these stories to life through the documentary film, oral history archive project, and upcoming Smithsonian traveling exhibit. Waka Takahashi Brown, SPICE curriculum writer, will also share an overview of the teacher’s guide that she developed to accompany the documentary film, which is available to download for free from the SPICE website.

 

To attend, register here.

 

This webinar is sponsored by the Stanford Program on International and Cross-Cultural Education (SPICE), the National Consortium for Teaching about Asia (NCTA), and the USC U.S.-China Institute.

Featured Speakers:

 

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Kathryn Tolbert is a former editor and reporter on the Metro, National and Foreign desks, a correspondent in Tokyo and director of recruiting and hiring at The Washington Post. She has also worked for The Boston Globe and the Associated Press. In addition, she has written about Japanese women who married American servicemen after World War II and co-directed the film Fall Seven Times, Get Up Eight: The Japanese War Brides. Tolbert is a graduate of Vassar College with a BA in Political Science and an MA in International Relations from the Fletcher School of Law and Diplomacy.

 

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Waka Takahashi Brown is an educator and writer. She manages and teaches Stanford e-Japan for SPICE and has authored curriculum on several international topics. She is the recipient of the Association for Asian Studies’ national Franklin Buchanan Prize, and has also been awarded the 2019 Elgin Heinz Outstanding Teacher award for her groundbreaking endeavors in teaching about U.S.–Japan relations to high school students in Japan and promoting cultural exchange awareness. In addition, Brown has authored three middle-grade novels: While I Was Away; Dream, Annie, Dream; and The Very Unfortunate Wish of Melony Yoshimura. She is a Stanford graduate with a BA in International Relations and an MA in Secondary Education.

Online via Zoom.

Kathryn Tolbert

Waka Takahashi Brown

616 Jane Stanford Way
Encina Hall, E005
Stanford, CA 94305-6060

(650) 723-6784
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Waka Brown is a Curriculum Specialist for the Stanford Program on International and Cross-Cultural Education (SPICE). She has also served as the Coordinator and Instructor of the Reischauer Scholars Program from 2003 to 2005. Prior to joining SPICE in 2000, she was a Japanese language teacher at Silver Creek High School in San Jose, CA, and a Coordinator for International Relations for the Japan Exchange and Teaching Program.

Waka’s academic interests lie in curriculum and instruction. She received a B.A. in International Relations from Stanford University as well as teaching credentials and M.Ed. through the Stanford Teacher Education Program. 

In addition to curricular publications for SPICE, Waka has also produced teacher guides for films such as A Whisper to a Roar, a film about democracy activists in Egypt, Malaysia, Ukraine, Venezuela and Zimbabwe, and Can’t Go Native?, a film that chronicles Professor Emeritus Keith Brown’s relationship with the community in Mizusawa, an area in Japan largely bypassed by world media. 

She has presented teacher seminars nationally for the National Council for the Social Studies in Seattle; the National Consortium for Teaching about Asia in both Denver and Los Angeles; the National Council for the Social Studies, Phoenix; Symposium on Asia in the Curriculum, Lexington; Japan Information Center, Embassy of Japan, Washington. D.C., and the Hawaii International Conference on the Humanities. She has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Tokyo, Japan, and for the European Council of International Schools in Amsterdam, Netherlands.

In 2004 and 2008, Waka received the Franklin Buchanan Prize, which is awarded annually to honor an outstanding curriculum publication on Asia at any educational level, elementary through university. In 2019, Waka received the U.S.-Japan Foundation and EngageAsia’s national Elgin Heinz Outstanding Teacher Award, Humanities category.

Instructor and Manager, Stanford e-Japan
Curriculum Specialist
Waka Takahashi Brown
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Computer Assisted Learning and Academic Performance in Rural Taiwan

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The objective of the current study is to examine the impact of an in-school computer-assisted learning (CAL) intervention on the math achievement of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin, and the factors associated with this impact. In order to achieve this, we conducted a cluster randomized controlled trial involving 1,840 fourth- and fifth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. While the Intention-To-Treat (ITT) analysis found that the CAL intervention had no significant impacts on student math achievement, the Local Average Treatment Effect (LATE) analysis revealed significant associations with the math performance of the most active 20% of students in the treatment group. LATE estimates suggest that using CAL for more than 20 minutes per week for ten weeks corresponds to higher math test scores, both in general (0.16 SD–0.22 SD), and for Xinzhumin students specifically (0.3 SD–0.34 SD). Teacher-level characteristics were associated with compliance rates.

Journal Publisher
Journal of Research on Educational Effectiveness
Authors
Yue Ma
Scott Rozelle

Scott Rozelle Joins the US-China Salon Podcast to Share Insights on China's Rural Development

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In this podcast Scott Rozelle Rozelle provides invaluable perspective on key topics impacting rural communities. It explores recent education reforms in China, including efforts to strengthen rural schooling and early childhood learning. And also delves into pressing employment challenges as many rural workers lack the skills to transition from manufacturing jobs to the service sector. Professor Rozelle emphasizes the urgency of implementing job retraining programs and safety nets. Looking ahead, overcoming rural-urban inequality will be critical for China to avoid the “middle income trap” that ensnares many developing nations.

Xiaoying Liao

Encina Hall East, 5th Floor
616 Jane Stanford Way
Stanford, CA 

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Social Science Researcher, Rural Education Action Program
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Ph.D.

Xiaoying Liao is a social science researcher and a freelance writer. Her interest is to write nonfictional books and essays on education, environment, public life, and history. She is the author of tree books in Chinese : Gongqing yangyu: He qingchunqi de haizi yiqi chengzhang (Empathic Parenting: Growing up with adolescents), Beijing: China Friendship Publishing Corporation, 2022; Zhongxue haineng zheyang shang: Jianada jiaoyu de jingshen yu xijie (The Middle School That Is Different: The spirit and details of Canada’s middle school education), Ningbo: Ningbo Publishing House, 2015; Xiaoxue haineng zheyang shang: Zhongguo mama yanzhong de Jianada xiaoxue jiaoyu (The Elementary School That Is Different: Canada’s elementary education in a Chinese mother’s eyes), Ningbo: Ningbo Publishing House, 2011. She received a Ph.D. in Mass communication (1995) and a D.E.A. (Diplôme d’Etudes Approfondies) in Mass communication(1991) from the Paris University Panthéon-Assas (Paris, France), a MA in journalism/press law from the Graduate School of the Chinese Academy of Social Sciences (Beijing, China,1987), a B.A. in French Language and Literature, Beijing Foreign Studies University (1984). She was a Research Fellow at the Institute of Journalism and Mass Communication of the Chinese Academy of Social Sciences (Beijing, China), 1987-1990, and taught the French and Chinese languages at the Baptist University of Hong Kong, the Chinese University of Hong Kong, and the University of Victoria( Canada).

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