共查询到20条相似文献，搜索用时 62 毫秒
1.
In Heok Lee Jay W. Rojewski Roger B. Hill 《International Journal for Educational and Vocational Guidance》2013,13(1):25-45
Latent class analysis was used to examine the career preparation of 5,227 11th-grade Korean adolescents taken from the Korean Education Longitudinal Study of 2005 (KELS:2005). Three career preparedness groups were identified, to reflecting Skorikov’s (J Vocat Behav 70:8–24, 2007) conceptualization of career preparedness: prepared, confused, and unprepared. Most individual, family, and school factors selected for study were statistically significant predictors of group membership. Results provided insight about career decidedness and career planning from a Korean context. 相似文献
2.
Sujung Kim 《Higher Education》2018,76(2):353-367
This study examines the complicated interlink between the Korean state’s neoliberal identity politics and working- and lower middle-class Korean students’ study abroad as a form of voluntarily exile. Drawing on a critical discourse analysis and a 14-month ethnographic study, this study discusses how these students’ decisions to study abroad are inextricably intertwined with the authoritarian Korean state’s neoliberal political-economic strategies of pushing out seemingly less-profitable citizens (namely, students and graduates of low-ranking 4-year institutions). This study also examines students’ strategies for simultaneously resisting and conforming to this neoliberal ethos. For working-class and lower middle-class Korean community college students, study abroad means a deviation from the normal educational and life trajectories in Korea while, at the same time, their education in the USA opens a pathway for reentering the Korean neoliberal system as more profitable citizens. Their being recognized as members of a profitable workforce indicates their achievement of neoliberal normalcy. 相似文献
3.
Hye‐Eun Chu Eun Ah Lee Hee Ryung Ko Dong Hee Shin Moon Nam Lee Byeong Mee Min 《International Journal of Science Education》2013,35(6):731-746
The purpose of this study was to investigate Korean children’s environmental literacy levels and the variables that affect their environmental literacy. An instrument, the Environment Literacy Instrument for Korean Children (ELIKC), was developed that measures four different dimensions (knowledge, attitude, behaviour, and skills) using 69 items and 13 demographic variables. The ELIKC was administered to 969 Year 3 students from large cities, medium‐sized cities, and rural areas. The students were given 80 min to answer the questions. Statistical analysis was performed on each of the scales that make up the ELIKC and a multivariate analysis of variance was performed to identify the variables that affect environmental literacy. Results indicate that the correlation between attitude and behaviour is the strongest while that between knowledge and behaviour is the weakest. Also, it was found that gender, parents’ school background, and the source from where students obtain environmental information affect all categories of environmental literacy. 相似文献
4.
This study observed the effect of contextual factors on vocational identity (VI) level in each VI status, originated by Marcia (Handbook of adolescent psychology. Wiley, New York, 1980)’s identity status. This is an attempt to integrate status approach and dimension approach of VI development by finding within-status difference of development level in each VI status. Collecting data of 286 Korean college junior and seniors, cluster analysis was performed to confirm the status classification, followed by multiple regression analysis to observe different contextual variables influencing VI level in each status. Results showed that VI was identically classified with Korean college students, and different contextual variables influenced VI in each status. High functional family communication in achievement, low inter-parental conflict in moratorium, high peer attachment in foreclosure, and low peer attachment in diffusion status positively influenced VI level. Theoretical implication based on recent VI study trends and practical implications based on cultural characteristics of Korea are stated, along with limitations and suggestions for future research. 相似文献
5.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献
6.
Myonghee Kim 《Journal of Language, Identity & Education》2016,15(1):3-16
The current study examined how a North Korean defector attending a college in South Korea transformed her identity while learning English. This study was grounded in the notion of second language learning as a struggle of a socially constituted being in which the language learner constantly structures and restructures his or her social identity. Data were collected through journals and interviews with the defector. Data analysis revealed that the North Korean defector experienced an identity transformation: from being a resisting North Korean who wanted to maintain her North Korean identity by consciously ignoring English education to being a struggling English learner who eventually yielded to the need for English learning; then an active learner who found English learning valuable and meaningful; and finally, a visionary who aimed to care about those in need, particularly English learning needs. During the identity transformation process, the defector constantly negotiated her identities in response to multiple social factors. Based on these findings, the present study offers pedagogical suggestions for English education for North Korean defectors. 相似文献
7.
Korean general and special educators (n = 229) and American general and special educators (n = 348) were surveyed to explore (a) their perceptions of the importance of self-determination for students with disabilities, (b) how frequently they teach it, (c) the relationship between their perception of the importance of teaching self-determination and how often they teach it, and (d) the barriers they perceive that inhibit them from teaching it. American general and special educators attached higher importance to self-determination instruction than their Korean counterparts, but Korean educators taught self-determination skills to their students with disabilities more often than American educators did. There was greater incongruence between the value American educators placed on promoting self-determination and the time they devoted to teaching it than there was for Korean educators. Educators of both countries shared some perceived barriers to promoting self-determination (e.g., communication difficulty, students were too young, and other more urgent instructional needs), but each group cited barriers the other did not (e.g., teacher lacked sufficient skill, difficult to empathize with student, and no instructional latitude). Limitations and implications are discussed along with suggestions for future research. 相似文献
8.
This study investigated students’ ideas about historical significance in Korea. Using qualitative, task-based interviews, I interviewed 28 secondary students who had taken Korean and world history courses. In response to various historical contexts, these Korean students relied primarily on a schematic narrative template consisting of ‘tragedy,’ ‘struggle,’ and ‘freedom and equality’ to judge historical significance. This schematic narrative template reflected the national identity which Korea established in the postcolonial context after independence in 1945. By applying this template to world history, moreover, students showed strong sympathy towards the oppressed, and this reflected their resistance to colonial and class hegemony. However, imposing this template resulted in significant omissions and distortions that might hinder the development of critical historical thinking. These findings suggest that a variety of cultural tools are necessary for Korean students to develop more complete and nuanced historical understanding. 相似文献
9.
Hee-Kyung Lee 《Asia Pacific Education Review》2009,10(3):387-397
The purpose of the study is to investigate rating behavior between Korean and native English speaking (NES) raters. Five Korean
English teachers and five NES teachers graded 420 essays written by Korean college freshmen and completed survey questionnaires.
The grading data were analyzed with FACETS program. The results revealed Korean raters’ inferiority in measuring linguistic
components. Furthermore, the Korean raters were more severe in scoring grammar, sentence structure, and organization, whereas
the NES raters were stricter toward content and overall scores. In addition, the analysis of the raters’ responses on survey
discovered that the NNS raters’ perception spread into content and grammar as the most difficult feature to grade, while all
NES raters thought content as the most difficult. Based on these research findings, future research suggestions and implications
are discussed. 相似文献
10.
This article reports on the study of the components of scientific imagination and describes the scales used to measure scientific imagination in Korean elementary and secondary students. In this study, we developed an inventory, which we call the Scientific Imagination Inventory (SII), in order to examine aspects of scientific imagination. We identified three conceptual components of scientific imagination, which were composed of (1) scientific sensitivity, (2) scientific creativity, and (3) scientific productivity. We administered SII to 662 students (4th–8th grades) and confirmed validity and reliability using exploratory factor analysis and Cronbach α coefficient. The characteristics of Korean elementary and secondary students' overall scientific imagination and difference across gender and grade level are discussed in the results section. 相似文献
11.
Won sug Shin 《Technology, Pedagogy and Education》2013,22(4):461-476
Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom. 相似文献
12.
The purpose of this study was to examine how Korean science and engineering students view English-medium instruction (EMI) and Korean-medium instruction (KMI). The participants were 174 undergraduate students enrolled in EMI and KMI classes offered by the same instructor at a Korean science and engineering school. Interviews and questionnaire surveys were conducted, and students’ course evaluations, English scores and course grades were compared. The results of a campus-wide undergraduate student survey on EMI were also analyzed. The findings of the study show that the KMI-class students demonstrated higher levels of satisfaction and better performance in their classes than the EMI-class students did. Only 22% of the students in both classes found EMI classes helpful for improving their English ability. Nevertheless, the majority of the students supported the school’s maintenance of an EMI policy. In the conclusion, the paradoxical attitude of the students and the implications of the study are discussed. 相似文献
13.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引：1，自引：0，他引：1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
14.
Diane Sookyoung Lee Amado M. Padilla 《International journal for the advancement of counseling》2016,38(1):48-60
This study investigated the adversity and coping experiences of 198 South Korean university students and takes a cultural lens in understanding how social and individual factors shape their happiness. Hierarchical linear regression analyses suggest that Korean students’ perceptions of social support significantly predicted their happiness, particularly in their closer social circles. Additionally, their happiness was significantly shaped by their beliefs in their abilities to overcome difficult experiences, but not by their beliefs in maintaining their relationships. Findings demonstrate the importance of better preparing close family and friends to recognize and respond to warning signs, as well as exploring ways to build students’ internal coping assets within family and peer group settings. 相似文献
15.
Student reflective ideas were examined with respect to Group Investigation (GI), which was employed in 11th grade Korean earth science classrooms. A modified GI method was implemented during the course of an action research effort consisting of two yearlong projects. Students’ writings, which had been produced twice a year, were analyzed to reveal their reflections concerning the GI method. The students were positive about how GI altered the ways their learning occurred in the classrooms. They also reported several positive learning outcomes resulting from the GI implementation. However, there were some students who considered the GI method inappropriate for them. At times, students had difficulties and experienced problems arising from implementing GI. Implications for use of cooperative inquiry learning methods in science classrooms are elaborated on and discussed. 相似文献
16.
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17.
Objective. This study examined associations among Korean immigrant mothers’ use of praise and encouragement, their acculturation, their children’s socioemotional and behavioral difficulties, and the moderating role of child gender and age. Design. One hundred and twenty Korean immigrant mothers in the United States and their preschool children participated. Maternal praise and encouragement were observed during free-play interactions. Mothers reported their acculturation level, and teachers reported on children’s difficulties. Results. Mothers used process praise most frequently. Higher maternal American acculturation was associated with more use of person and other praise. Higher Korean acculturation was associated with greater use of person praise among younger children, but less use of person praise among older children. Mothers higher in American acculturation used more encouragement with older children only. Maternal encouragement was associated with fewer child difficulties. Conclusion. Korean mothers’ acculturation impacted their use of praise and encouragement, and maternal encouragement may be important for decreasing children’s difficulties. 相似文献
18.
Kim Namhee Baek Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634
We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.
相似文献19.
Asia Pacific Education Review - As the 2015 revised national curriculum is being implementing in Korea, a teacher’s assessment competency has become a point of focus for the potential... 相似文献
20.
ABSTRACTUsing Korean Longitudinal Study of Aging data, we examined the influence of older adults’ individual characteristics (i.e. marital status, health and economic status) on life satisfaction, with the mediating effect of older adults’ active participation in lifelong learning. As a result, some individual characteristics appeared to significantly determine both learning participation and life satisfaction. Economic status appeared to function as a significant predictor of older adults’ participation in lifelong learning programmes, which ultimately resulted in a significant improvement in their life satisfaction. Marital status and health were also significant contributors to older adults’ life satisfaction. The mediating model was tenable according to model-data fit indices. 相似文献