Rethinking the History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century     

Kyung Eun Jahng 《Educational Philosophy and Theory》2013,45(3):301-317

This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified from attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through a Foucaultian encounter with critical race theory. Acknowledging different interpretations of the past events is a way of rethinking them and interrogating the history through the revelation of different histories in the education for Asian-American children.  相似文献   

Patterns of topic sequencing and information gain: A comparative study of relationship development in Chinese and American cultures     

Alison Alexander  Vernon Cronen  Kyung‐wha Kang  Benny Tsou  Barbara Jane Banks 《Communication quarterly》2013,61(1):66-78

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Student-generated questioning activity in second language courses using a customized personal response system: a case study     

Donggil Song  Eun Young Oh  Krista Glazewski 《Educational technology research and development : ETR & D》2017,65(6):1425-1449

This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting student interaction in the L2 classroom, and sources for investigation included class observation, instructor interview, student survey, and pre/post-test. The results of this study indicated that the classroom interaction could be fostered through student-generated questioning with the support of PRS in L2 courses. In addition, there was a significant difference in students’ achievement between the pre- and post-test. The results are consistent with the findings of previous studies that student-generated questioning fosters collaborative interactions and increases frequency of student engagement. The results also suggest that the adoption of student-generate questioning with a technology support may result in promoting classroom interactions where the students are able to practice the target language through conversation with an instructor and peers.  相似文献   

A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation     

Su Swarat  Greg Light  Eun Jung Park  Denise Drane 《科学教学研究杂志》2011,48(5):512-533

The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011  相似文献   

Psychosocial factors influencing competency of children's statements on sexual trauma     

Kim TK  Choi S  Shin YJ 《Child abuse & neglect》2011,35(3):173-179

Objectives

The objectives of this study are to assess children's competence to state their traumatic experience and to determine psychosocial factors influencing the competency of children's statements, such as emotional factors of children and parents and trauma-related variables, in Korean child sex abuse victims.

Methods

We enrolled 214 children, who visited “Sunflower Children's Center” for sexual abuse. The children were aged 8-13 years. The children's parent were surveyed using questionnaires [Beck Depression Inventory (BDI), State-Trait Anxiety Inventory(STAI)] to obtain demographic information, traumatic event profiles and self-report scale. Children completed psychological measures as follows: Children's Depression Inventory (CDI), Revised Children's Manifest Anxiety Scale (RCMAS), Traumatic Symptom Checklist for Children (TSCC). The modified-Criteria-Based Content Analysis (CBCA) was used to assess children's statements. ANOVA, independent t-test, Pearson correlation were used. All statistics were demonstrated using SPSS 12.0.

Results

Modified-CBCA scores did not differ according to children's level of depression and anxiety. Children with parents who showed supportive reactions, scored significantly higher on the modified-CBCA scores than those with unsupportive parents. Children with severely depressed parents had lower modified-CBCA scores than those with less depressed parents. Modified-CBCA scores were significantly higher in participants who experienced a single traumatic event than those who had multiple events. However, the severity of sexual abuse, relationship with the perpetrator, types of disclosure, and duration of initial disclosure did not show significant differences in capability of statement.

Conclusion

In conclusion, the competence of statements in Korean sexually child sex abuse victims is related to parental emotional states and support rather than children's factors such as psychopathology or age, and appears to be more reliable with a single traumatic experience. Therefore, promoting parental support through psychoeducation is one of the most important things to be done to help children overcome psychologic trauma but also enhance the accuracy of their statement.  相似文献   

Korean wave: Enjoyment factors of Korean dramas in the U.S.     

Lisa M. Chuang  Hye Eun Lee 《Int J Intercult Relat》2013

From a disposition theory perspective, successful dramas are driven by the development of strong dispositions towards characters. Thus, disposition theory logic is used to predict the enjoyment of American viewers when watching two different Korean dramas (Personal Preference and Secret Garden). The influence of sex, affective dispositions, empathy, open-mindedness, and past exposure to Korean culture on audience enjoyment is measured. The findings support the basic premise of disposition theory that the development of strong dispositions towards characters is needed in order to develop emotional responses necessary for successful dramas. Disposition theory can be used to explain viewing dispositions in order to predict enjoyment cross-culturally.  相似文献   

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities     

Yujeong Park  Min Kyung Kim 《Asia Pacific Education Review》2015,16(4):637-651

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The culturally gifted classroom: a sociocultural approach to the inclusive education of English language learners     

Barohny Eun 《Educational Psychology in Practice》2016,32(2):122-132

The need for including English language learners in the regular classroom at all phases of their linguistic and cultural development is presented within a Vygotkian sociocultural theory of human development. Based on the social primacy of development within this theoretical tenet, all aspects of development are viewed to proceed from social interactions. Effective social interactions that lead to development are distinguished by a heterogeneous collective experience of all participants in the interaction. In accordance with the sociocultural perspective, the educational goal of this heterogeneous group is to acquire and use cultural tools deemed appropriate to their time and place. As others’ cultures and languages become rich resources for becoming competent in one’s own culture, the cultural and linguistic diversity gained by including all students in the classroom becomes a powerful source of development for all.  相似文献   

发展中国家的专利战略:韩国的启示   总被引：10，自引：0，他引：10  

殷钟鹤  吴贵生 《科研管理》2003,24(4):1-5

本文是基于中国DVD和摩托车行业案例分析所做的研究。虽然在这些行业中国已经成为“世界工厂”，但他们面临的状况并不乐观。最近同行的外国公司陆续指出中国厂家侵犯知识产权。产生这个问题的根本原因是中国企业的技术能力薄弱。因而提高技术能力是根本的、战略性的解决方法。除此之外，中短期的策略也是必不可少的，本文主张，加强专利战略的研究和实施，并通过研究在专利战略方面很有成效的韩国的经验，导出对中国企业的启示。  相似文献   

Revitalising Traditional Street Markets in Rural Korea: Design Thinking and Sense‐Making Methodology     

Hyun‐Kyung Lee 《The International Journal of Art & Design Education》2019,38(1):256-269

This article reports on an academic–industrial cooperation between students at the Ulsan National Institute of Science and Technology and a local foundation working to revitalise the Eonyang traditional market in Ulsan, South Korea. Students majoring in disciplines ranging from natural and applied sciences to business administration were introduced to design thinking, the double diamond model, and sense‐making as frameworks for generating creative outcomes. Those outcomes included media, signage and packaging, a display stand, an accessory for hikers, an artistic reinterpretation of the traditional store shutter, the design for a guesthouse and new packaging for locally produced products. Students presented their ideas at a public exhibition as team projects that involved 3D printing, CAD, Web‐design, graphic design and motion‐picture editing tools. The study reveals that students learn more effectively when pedagogy emphasises active learning and on‐site observation through design‐based integrated education. Its qualitative research involved interviews in which students experienced how design thinking methodology can transform a local economy. The methods reveal a new educational model centred upon creative and applied learning.  相似文献