An online authoring tool for creating activity-based learning objects     

Jeong Yong Ahn  Gil Seong Mun  Kyung Soo Han  Sook Hee Choi 《Education and Information Technologies》2017,22(6):3005-3015

As higher education increasingly relies on e-learning, the need for tools that will allow teachers themselves to develop effective e-learning objects as simply and quickly as possible has also been increasingly recognized. This article discusses the design and development of a novel tool, Enook (Evolutionary note book), for creating activity-based learning objects (LOs). This tool has three general foci: 1) creation of various activity-based objects for experimental learning or learning by doing while simultaneously offering as many learning resources as a real e-book that services as both a textbook and a notebook, dual functions that paperback books can never provide; 2) management of all aspects of live instructor-led classroom training in a network environment, such the Web and or a mobile network; 3) facilitated use of data on students’ progress to monitor their understanding of the material and to provide other meaningful information through learning analytics.  相似文献   

Self‐efficacy and self‐concept as predictors of college students' academic performance     

Namok Choi 《Psychology in the schools》2005,42(2):197-205

Social cognitive theory suggests that self‐constructs are better predictors when the specificity levels of self‐constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self‐constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self‐constructs or specific self‐constructs. Self‐constructs in this study included self‐efficacy and self‐concept at varying degrees of specificity: general self‐efficacy, academic self‐efficacy, specific self‐efficacy, academic self‐concept, and specific self‐concept. College students (N = 230) in general education courses voluntarily completed the three self‐efficacy measures and the two self‐concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self‐efficacy and self‐concept, the stronger the relationship between the two constructs. Both academic self‐concept and specific self‐concept were significant predictors of term grades. In addition, academic self‐concept was also a significant predictor, whereas neither general self‐efficacy nor academic self‐efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005.  相似文献   

The societal impact of student politics in contemporary South Korea     

Hyaeweol Choi 《Higher Education》1991,22(2):175-188

This article considers contemporary South Korean student activism characterized by complicated ideological formulations, highly developed organizing tactics and connections with other social powers. The activism is located within an ideological framework of Marxism-Leninism and is actively engaged in the struggles against imperialism and Fascism, as well as a movement for the reunification of South and North Korea. The recent growth of student organizations to the national level, contributes to the effective functioning of these groups both on and off campus. Despite its national influence, student activism is being criticized by the public and by students themselves because of the underlying revolutionary ideologies and several episodes of violence. In this context, it will be necessary to observe how students will respond to public criticism and to the changing national and world environment.  相似文献   

The development of personal,intercultural and professional competence in international field experience in initial teacher education     

Tang  Sylvia Yee Fan  Choi  Pik Lin 《Asia Pacific Education Review》2004,5(1):50-63

This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted the development of their professional competence. Suggestions for improvement of the international field experience programme and implications for future research are discussed.  相似文献   

VI. EXECUTIVE CONTROL IN PRESCHOOLERS: NEW MODELS,NEW RESULTS,NEW IMPLICATIONS     

K. A. Espy  C. A. C. Clark  J. P. Garza  J. M. Nelson  T. D. James  H.-J. Choi 《Monographs of the Society for Research in Child Development》2016,81(4):111-128

  相似文献   

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance          下载免费PDF全文

Suzanne Woods‐Groves  Taehoon Choi 《Psychology in the schools》2017,54(9):1034-1048

This study investigated the relationship of kindergarten teachers’ ratings of their students’ 21st century skills (college readiness skills) with students’ behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers’ ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers’ ratings of students’ persistence and cognition behaviors were significantly associated with students’ academic performance. Teachers’ persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers’ externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students’ 21st century skills with kindergarteners.  相似文献   

Functional genomics in the rice blast fungus to unravel the fungal pathogenicity   总被引：1，自引：0，他引：1  

Jeon J  Choi J  Park J  Lee YH 《Journal of Zhejiang University. Science. B》2008,9(10):747-752

A rapidly growing number of successful genome sequencing projects in plant pathogenic fungi greatly increase the demands for tools and methodologies to study fungal pathogenicity at genomic scale. Magnaporthe oryzae is an economically important plant pathogenic fungus whose genome is fully sequenced. Recently we have reported the development and application of functional genomics platform technologies in M. oryzae. This model approach would have many practical ramifications in design and implementation of upcoming functional genomics studies of filamentous fungi aimed at understanding fungal pathogenicity.  相似文献   

Reciprocal Associations Between Inhibitory Control and Early Academic Skills: Evidence From a Nationally Representative Sample of Head Start Children     

Seung-Hee Claire Son  Ji Young Choi  Kyong-Ah Kwon 《Early education and development》2019,30(4):456-477

Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.  相似文献   

SERVICE PROVIDERS’ KNOWLEDGE AND MISCONCEPTIONS ABOUT OLD AGE: COMPARISON OF THREE SERVICE NETWORKS     

John W. Gibson  Yeong‐Ran Park Choi  Douglas Cook 《Educational gerontology》2013,39(8):727-741

We report on knowledge about old age among social service providers from three service networks. Data are based on a survey of 245 respondents from Washington State's developmental disabilities, aging, and generic service networks. Palmore's Facts on Aging Quiz (FAQ; 1977, 1988) was used to measure the level of knowledge about old age. Key findings are as follows: (a) Overall, the respondents averaged 64% correct on the FAQ. (b) Developmental disabilities service providers scored lower than either aging service providers or generic service providers. (c) The content areas in which items were most often missed were the psychological aspects aging, the demographic trends of the aging population, and the socioeconomic status of the elderly. Implications of the results for training service providers are discussed.  相似文献   

Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire     

Kongju Mun  Namsoo Shin  Hyunju Lee  Kyunghee Choi  Sung-Youn Choi 《International Journal of Science Education》2013,35(11):1739-1766

We re-conceptualized the meaning of scientific literacy and developed an instrument, which we call the Global Scientific Literacy Questionnaire (GSLQ) based on a new conceptual framework for scientific literacy in the twenty-first century. We identified five dimensions, each with key elements. The five dimensions are (1) content knowledge (core ideas of science), (2) habits of mind (science practices), (3) character and values, (4) science as human endeavor, and (5) metacognition and self-direction. In this study, we attempted to diagnose the extent to which South Korean secondary students perceive themselves as global citizens having such capabilities using GSLQ with 3,202 students (7th–12th grades). Validity and reliability were examined using various statistical techniques including the Cronbach's α coefficient, exploratory factor analysis, and confirmatory factor analysis. The use and value of the instrument were discussed by examining the Korean secondary students’ overall scientific literacy as well as their views on each dimension across gender and grade levels. We recommend that teachers and researchers use the GSLQ to assess students’ global scientific literacy and provide comments on its usefulness as a research tool and the practical use of its inventory of items.  相似文献