Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model     

Dong Hwa Choi  Juhu Kim 《Early Childhood Education Journal》2003,31(1):41-46

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.  相似文献   

Seventh grade students' conceptions of global warming and climate change   总被引：3，自引：3，他引：0  

Daniel P. Shepardson  Dev Niyogi  Soyoung Choi  Umarporn Charusombat 《Environmental Education Research》2009,15(5):549-570

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A comparative study of classroom teaching in Korea and Japan: a case study on reforming schools into learning communities     

Kyunghee So  Jiwon Shin  Woojung Son 《Asia Pacific Education Review》2010,11(3):273-283

Some schools and teachers in Korea and Japan have begun practicing classroom-based reform according to similar visions of a learning community. The purpose of this study was to investigate reform efforts made by teachers in Korea and Japan toward turning classrooms into learning communities. Two elementary schools, School K in Korea and School T in Japan, were selected as major school sites. Research data was collected from two classrooms in each school through teacher interview and classroom observation. The results of our study showed that efforts made by teachers from the two countries, though aimed at similar goals to create learning communities and change classroom practices, produced different results. Teachers from both countries displayed differences in their views or attitudes toward the learning materials and the ways in which they build relationships with their students. These differences seemed to be derived from the different social and cultural contexts of the teachers in the two countries.  相似文献   

A New Stopping Rule for Computerized Adaptive Testing     

Choi SW  Grady MW  Dodd BG 《Educational and psychological measurement》2010,70(6):1-17

The goal of the current study was to introduce a new stopping rule for computerized adaptive testing. The predicted standard error reduction stopping rule (PSER) uses the predictive posterior variance to determine the reduction in standard error that would result from the administration of additional items. The performance of the PSER was compared to that of the minimum standard error stopping rule and a modified version of the minimum information stopping rule in a series of simulated adaptive tests, drawn from a number of item pools. Results indicate that the PSER makes efficient use of CAT item pools, administering fewer items when predictive gains in information are small and increasing measurement precision when information is abundant.  相似文献   

Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout     

Yool Choi 《Research in higher education》2018,59(1):88-107

This study explores how student employment affects college persistence and how these effects differ by individual likelihood of participating in student employment. I analyze data from the National Longitudinal Survey of Youth 1997 using propensity score matching and stratification-multilevel analysis. This study finds that engaging in intense work has deleterious effects on college persistence. However, these negative effects vary significantly according to likelihood of participation in intense work. The results indicate that employment has less negative impacts on completion for those most likely to participate in intense work, who are typically those from the most disadvantaged social backgrounds. This finding suggests that efforts to reduce the deleterious effects of intense work on persistence should be practiced with careful consideration for sub-populations that may have different reasons for and effects of student employment.  相似文献   

Decentralized adaptive output-feedback control of interconnected nonlinear time-delay systems using minimal neural networks     

Yun Ho Choi  Sung Jin Yoo 《Journal of The Franklin Institute》2018,355(1):81-105

This paper presents a minimal-neural-networks-based design approach for the decentralized output-feedback tracking of uncertain interconnected strict-feedback nonlinear systems with unknown time-varying delayed interactions unmatched in control inputs. Compared with existing approximation-based decentralized output-feedback designs using multiple neural networks for each subsystem in lower triangular form, the main contribution of this paper is to provide a new recursive backstepping strategy for a local memoryless output-feedback controller design using only one neural network for each subsystem regardless of the order of subsystems, unmeasurable states, and unknown unmatched and delayed nonlinear interactions. In the proposed strategy, error surfaces are designed using unmeasurable states instead of measurable states and virtual controllers are regarded as intermediate signals for designing a local control law at the last step. Using Lyapunov stability theorem and the performance function technique, it is shown that all signals of the total controlled closed-loop system are bounded and the transient and steady-state performance bounds of local tracking errors can be preselected by adjusting design parameters independent of delayed interactions.  相似文献   

Correction to: Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: An Investigation of the PISA 2012 and 2015     

Jihyun Hwang  Kyong Mi Choi  Yejun Bae  Dong Hoon Shin 《International Journal of Science and Mathematics Education》2018,16(8):1629-1631

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Transformative Learning Through an Online Global Class Project in Teacher Education     

Jiwon Kim  Chiu-Yin Wong  Yongjin Lee 《The Teacher Educator》2018,53(2):190-207

This exploratory research study aimed to understand teacher candidates' experiences and perspectives in a global class project and to explore a way to develop global understanding in a teacher education program, by means of technology rather than study abroad. Using a qualitative approach, seven U.S. education majors were given opportunities to communicate online with teacher candidates in South Korea, while creating and discussing a concept map and movie presentation about “good teaching” on the Learning Management System. Results showed how the preservice teachers' global perspectives of education were developed through the project, and confirmed the significance of instrumental and communicative learning in transformative learning as well as direct communication and comparison with people from a different context using a carefully designed task-based course and immersive learning environment.  相似文献   

Integrating failure in case-based learning: a conceptual framework for failure classification and its instructional implications     

Rong  Hui  Choi  Ikseon 《Educational technology research and development : ETR & D》2019,67(3):617-637

Employing authentic cases experienced by practitioners in educational contexts is critical to expanding students’ experience and engaging students in authentic problems to promote their real-world problem-solving skills. Although in real life, practitioners experience both success and failure and learn from both, little research has been done so far to conceptualize why and how failure should be employed in case-based learning (CBL) as a way to develop students’ abilities to solve ill-structured problems. The goal of this paper is to theoretically justify the need for integrating failure cases in CBL to help students become better problem solvers. To achieve this, this paper attempted to approach failure from the perspective of human error and proposed a classification of failure based on the degree of explicitness of human error involved in problem solving. Based on discussions of potential benefits and challenges of integrating different types of failure cases in education, this paper also proposed instructional design strategies that can help facilitate better use of failure cases.

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The effects of POWERSOURCE© assessments on middle-school students’ math performance     

Julia C. Phelan  Kilchan Choi  David Niemi  Terry P. Vendlinski  Eva L. Baker  Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230

This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.  相似文献