Contemporary Issues in Education Research (CIER) <p><strong>Published since 2008</strong><br>ISSN 1940-5847 (print); ISSN 1941-756X (online)&nbsp;<br>The Contemporary Issues In Education Research (CIER)&nbsp;publishes papers that significantly contribute to the understanding of cutting edge issues in education.</p> The Clute Institute en-US Contemporary Issues in Education Research (CIER) 1940-5847 <p>d to read, download, copy, distribute, remix, tweak, build upon, print, search, or link the full text of the articles in this journal provided that appropriate credit is given.</p> Undergraduate Research Experience For STEM Students: Efforts And Outcomes <p>Undergraduate research for STEM students involves students who are attending college or universities pursuing a bachelor's degree, majoring in fields related to Science, Technology, Engineering and Mathematics(STEM).&nbsp; Research experience for STEM undergraduates has been viewed as a positive experience that has several benefits such as developing intellectual mentality, enhancing teamwork skills and improving preparation for graduate study.&nbsp; In this paper, we provide an overview of HBCU-UP research experience with STEM students at Philander Smith College for the last few years. Projects in Bioinformatics and Human-Computer Interaction of two Computer Science faculty and their teams are shared.&nbsp; Efforts in implementing research experiences and outcomes of these efforts are discussed.&nbsp;</p> Chuanlei Zhang Samar Swaid Copyright (c) 2017-09-29 2017-09-29 10 4 213 218 10.19030/cier.v10i4.10034 Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan <p>In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.</p> Kanae Watanabe Annette Dickinson Copyright (c) 2017-09-29 2017-09-29 10 4 219 224 10.19030/cier.v10i4.10035 Keeping The Physical Educator “Connected” An Examination Of Comfort Level, Usage And Professional Development Available For Technology Integration In The Curricular Area Of Physical Education <p>Schools continue to integrate the use of technology, and gymnasiums are not an exception.&nbsp; The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology usage. A survey of 179 practicing Physical Education teachers located in the Midwest completed an online questionnaire. Results indicated Physical Education teachers were comfortable integrating technology but reported inadequate professional develop on technology device implementation.&nbsp; These findings suggest Physical Educators are willing to integrate technology but the professional development and resources available to accomplish this is lacking. Future research should examine PETE program offerings, and additional PD opportunities offered by SHAPE America within the area of technology and Physical Education.</p> Megan Adkins Matthew R. Bice Vicki Worrell Nita Unruh Copyright (c) 2017-09-29 2017-09-29 10 4 225 230 10.19030/cier.v10i4.10036 Organizational Justice In Higher Education: Perceptions Of Taiwanese Professors And Staffs <p>Higher education in Asia is becoming more prominent according to Western higher education researchers, but it is also being influenced by globalization, resulting in two types of structural inequality in higher education. Organizational justice relates to positive developments of educational organizations. It refers to the sense of fairness and equality on aspects of organization policies and regulations relating to individual interests perceived by organizations’ internal members. This research first reviews the related literature to identify internal factors in the concept of organizational justice in higher education. The author designed a survey questionnaire to assess professors’ perceptions of organizational justice at their universities. The author sent out the questionnaires to Taiwanese professors with different research expertise at different universities. This research divided organizational justice into distributive justice, procedure justice, interpersonal justice, and information justice. Ultimately, 180 valid questionnaires were collected and analyzed. Four background variables (gender, age, position, and institutional type) showed statistical correlations with organizational justice in Taiwan’s higher education institutions.</p> Jason Cheng-Cheng Yang I-Pei Cho Copyright (c) 2017-09-29 2017-09-29 10 4 231 240 10.19030/cier.v10i4.10037 Cohort-Specific Online Discussion Experiences: A Collaborative And Multidisciplinary Approach To Improving Student Learning <p>Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse.&nbsp; As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners.&nbsp; Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week.&nbsp; The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS).&nbsp; Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts.&nbsp; Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.</p> Adam L. Selhorst Eric Klein Justin Harrison Copyright (c) 2017-09-29 2017-09-29 10 4 241 254 10.19030/cier.v10i4.10038 Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace <p>Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.</p> Dawn Levy Copyright (c) 2017-09-29 2017-09-29 10 4 255 262 10.19030/cier.v10i4.10039