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41.
Mika Mikyung Cho 《Community College Journal of Research & Practice》2013,37(6):557-567
This study documents trends and issues pertaining to articulation and transferabil‐ity of students in art programs at community colleges in Illinois to 4‐year institutions. There has been a discernible lack of consensus and data regarding the current state of articulation in art, both institution‐specific and statewide. Many problems arise when art students attempt to transfer from community colleges to 4‐year institutions. A survey was conducted among selected art faculty at Illinois community colleges to seek relevant information. The findings of this study may direct collaboration between community colleges and 4‐year institutions for purposes such as facilitating transfer and articulation in art. 相似文献
42.
Daniel Cho 《Teaching Education》2013,24(2):103-115
In this paper, the author discusses pedagogy and strategy within the current climate set by the “War on Terror”. Deploying Lacanian psychoanalysis in a critique of standardized knowledge, the author develops a theory of “abject pedagogy” that seeks to subvert the current “regimes of truth” while providing educators with a viable pedagogy during this “state of emergency”. 相似文献
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44.
Yonjoo Cho Sung Jun Jo Sunyoung Park Ingu Kang Zengguan Chen 《Performance Improvement Quarterly》2011,24(1):69-95
This study conducted a citation network analysis (CNA) of human performance technology (HPT) to examine its current state of the field. Previous reviews of the field have used traditional research methods, such as content analysis, survey, Delphi, and citation analysis. The distinctive features of CNA come from using a social network analysis approach to see relational and network patterns in the citation data. This CNA found that the Performance Improvement Quarterly network showed more widely but loosely connected and less centralized structural attributes than the human resource development network; the 10 most influential articles in the field were identified; frequently co‐cited articles were recognized as having a strong relationship by subsequent researchers; and five cohesive subgroups showed key topics in the field (performance, instructional design, performance support, organization/workplace, and transfer of training). Implications from the results of the CNA were elaborated on for future research in HPT. 相似文献
45.
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献
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47.
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory. 相似文献
48.
Carmel McNaught Paul Lam 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):599-614
The paper presents a strategy for the systematic evaluation of course websites built under the project e3Learning that operates across three universities in Hong Kong. Tailor‐made evaluation plans were produced for each website; the evaluation was conducted by an evaluation officer, and a report was provided to each teacher, thus supporting continuous development. To date, 58 cases of evaluation data have been collected. In this paper, a meta‐analysis across these cases is presented in order to see which are the most useful web‐assisted functions currently in use in Hong Kong universities. This study indicates the following four functions as being most useful: learning tools such as glossaries, notes and PowerPoints, assessment tasks associated with grades, and creation and exhibition of multimedia projects. The reasons for these rankings are postulated. 相似文献
49.
In 2016, The University of Tennessee at Chattanooga Library piloted a cyclical review process for five academic departments. The goal was to go beyond the traditional library portion of a department’s accreditation/program review and holistically assess electronic resources for these departments and provide recommendations for changes when necessary. This article describes the need for this kind of review, the process used to review Engineering and Computer Science resources, suggestions and decisions made as a result of the review, reflections on the experience, and hopes for the future. 相似文献
50.
Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献