Seventh grade students’ conceptions of global warming and climate change,Environmental Education Research (2009) 15, no. 5: 549–570 DOI: 10.1080/13504620903114592     

Daniel P. Shepardson  Dev Niyogi  Soyoung Choi  Umarporn Charusombat 《Environmental Education Research》2012,18(4)

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A multilevel latent growth curve approach to predicting student proficiency     

Kilchan Choi  Pete Goldschmidt 《Asia Pacific Education Review》2012,13(2):199-208

Value-added models and growth-based accountability aim to evaluate school??s performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new statistical approach that extends the current value-added modeling possibilities and focuses on using latent longitudinal growth curves to estimate the probabilities of students reaching proficiency. The aim is to utilize time-series measures of student achievement scores to estimate latent growth curves and use them as predictors of a dichotomous outcome, such as proficiency or passing a high-stakes exam, within a single multilevel longitudinal model. We illustrated this method through analyzing a three-year data set of longitudinal achievement scores and California High School Exit Exam scores from a large urban school district. This latent variable growth logistic model is useful for (1) early identification of students at risk of failing or of those who are most in need; (2) a validation or/and adequacy of student growth over years with relation to distal outcome criteria; (3) evaluation of a longitudinal intervention study.  相似文献   

Economic Changes Resulting from Seoul 1988: Implications for London 2012 and Future Games     

Cheong Rak Choi 《国际体育史杂志》2013,30(15):1854-1866

South Korea has often been considered a successful host nation after the 1988 Seoul Olympic Games and their apparent positive economic, cultural, social and environmental legacies. The purpose of this essay is to offer an analysis of economic growth as a consequence of earlier Olympic Games and to extrapolate to the 2012 London Olympic Games and beyond to the forthcoming 2018 Pyeongchang Winter Olympics. It is the intention of this essay to examine previous studies, economic indices of world banks and reports of each Organising Committee of the Olympic Games (OCOG). The hypothesis is that the Olympic Games have not positively influenced the economic growth of the host nations. The essay explores this conclusion with reference to London 2012. The essay will reveal past negative influences of the Olympic Games and ask the International Olympic Committee (IOC): ‘What is the IOC's responsibility to the host city after the Games?’ Finally, the essay will propose and recommend an economic tool to the IOC to ensure sustainable outcomes after the Games.  相似文献   

Communication Apprehension and Imagined Interactions     

James M. Honeycutt  Charles W. Choi  John R. DeBerry 《Communication Research Reports》2013,30(3):228-236

Communication apprehension (CA) is associated with fear of anticipated communication. Yet, imagined interactions (IIs) can help reduce fear of communication in which individuals use mental imagery before and after to prepare and review communication. A series of regression analyses in which characteristics of IIs were the independent variables was used to predict overall CA, as well as in four different contexts. The regression analysis indicated that CA could be predicted by the II characteristic of discrepancy across multiple contexts. The II catharsis function was predictive in one context. Results are discussed in terms of cognitive modification as a therapeutic technique for treating CA.  相似文献   

Academic Achievement and Perceptions of the Learning Environment in Virtual and Traditional Secondary Mathematics Classrooms     

Joan E. Hughes  Scott McLeod  Rachel Brown  Yukiko Maeda  Jiyoung Choi 《The American journal of distance education》2013,27(4):199-214

This study identified pre-entry variables related to course completion and noncompletion in university online distance education courses. Four hundred and sixty-four students who were enrolled in online distance education courses participated in the study. Discriminant analysis revealed six pre-entry variables were related to retention, including cumulative grade point average, class rank, number of previous courses completed online, searching the Internet training, operating systems and file management training, and Internet applications training. Results indicate prior educational experience and prior computer training may help distinguish between individuals who complete university online distance education courses and those who do not.  相似文献   

Remaking Chinese identity: hegemonic struggles over national education in post‐colonial Hong Kong     

Thomas Kwan Choi Tse 《International Studies in Sociology of Education》2013,23(3):231-248

Following the resumption of Chinese sovereignty in 1997, the Hong Kong Government has introduced a new national education project which aims at building nationalism and patriotism. With an active involvement of the state and civil society in promoting national education in recent years, there have been certain drastic changes in the school system—reforms in the curriculum with more weight to national identity and China’s topics, more nationalistic or patriotic extra‐curricular activities and rituals, and more training for teachers to conduct national education. Informed by a Gramscian notion of hegemony, this paper analyses the advent of and struggles over the national education policy and illustrates the collaboration and contests among various groups in the nation‐building project—with the controversies over display of the national flag and liberal studies curriculum as examples.  相似文献   

ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: pH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES     

Eun-Jung Park  Kyunghee Choi 《International Journal of Science and Mathematics Education》2013,11(3):683-706

In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem solving used in scientific inquiry. In this regard, several studies have attributed students’ decreasing interest in science to the presence of these mathematical representations. In order to better understand student learning difficulties caused by mathematical components, the current study investigates student understanding of a familiar science concept and its mathematical component (pH value and logarithms). Student responses to a questionnaire and a follow-up interview were examined in detail. “Measure” and “concentration” were key criteria for students’ understanding of pH values. In addition, only a few students understood logarithms on a meaningful level. According to students’ understanding of scientific phenomena and mathematical structures, five different student models and the critical features of each type were identified. Further analysis revealed the existence of three domains that characterize these five types: object, operation, and function. By suggesting the importance of understanding scientific phenomena as a “function,” the current study reveals what needs to be taught and emphasized in order to help students obtain a level of scientific meaning that is appropriate for their grade.  相似文献   

Cultural Differences in the Role of Perceived Descriptive Norms in Behavioral Intentions     

Hee Sun Park  Soe Yoon Choi  Hanna Joo 《Communication Research Reports》2013,30(1):14-22

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Children Left Behind in AYP and Non-AYP Schools: Using Student Progress and the Distribution of Student Gains to Validate AYP     

Kilchan Choi  Michael Seltzer  Joan Herman  Kyo Yamashiro 《Educational Measurement》2007,26(3):21-32

The No Child Left Behind Act ( NCLB, 2002 ) establishes ambitious goals for increasing student learning and attaining equity in the distribution of student performance. Schools must assure that all students, including all significant subgroups, show adequate yearly progress (AYP) toward the goal of 100% proficiency by the year 2014. In this paper, we illustrate an alternative way of evaluating AYP that both emphasizes individual student growth over time and focuses on the distribution of student growth between performance subgroups. We do so through analyses of a longitudinal data set from an urban school district in the state of Washington. We also examine what these patterns tell us about schools that have been designated as meeting their AYP targets and those that have not. This alternative way of measuring AYP helps bring to light potentially important aspects of school performance that might be masked if we limit our focus to classifying schools based only on current AYP criteria. In particular, we are able to identify some schools meeting Washington state's AYP criteria in which above-average students are making substantial progress but below-average students making little to no progress. In contrast, other schools making AYP have below-average students making adequate progress but above-average students showing little gains. These contrasts raise questions about the meaning of "adequate" progress and to whom the notion of progress refers. We believe that closely examining the distribution of student progress may provide an important supplementary or alternative measure of AYP.  相似文献   

韩国科学技术情报院知识信息中心的功能与角色     

Choi Hee-Yoon  李颖 《数字图书馆论坛》2011,(3):12-16

韩国科学技术情报院的知识信息中心是韩国的国家科技信息中心,它为科研人员提供科技信息的系统化收集、整理、管理和服务。文章介绍了KISTI的资源及其服务的现状与未来的发展规划以及KISTI服务系统的研发和规划。  相似文献