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101.
Kelli?NipperEmail author Thomas?Ricks Jeremy?Kilpatrick Lauren?Mayhew Sharren?Thomas Na?Young?Kwon Jacob?T.?Klerlein Dennis?Hembree 《Journal of Mathematics Teacher Education》2011,14(5):375-392
The purpose of this study was to better understand teacher tensions in professional development. The population under study
was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations,
interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to
determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants’
tensions in a professional development situation when their expectations did not match reality. We have done so by presenting
a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory
aspects of teachers’ professional development experiences. The main tensions expressed by the teachers were related to the
content and pedagogy of the institute. This study points toward the importance of teachers’ expectations in professional development. 相似文献
102.
Gyoungho Lee Jaesool Kwon Sang‐Suk Park Jung‐Whan Kim Hyeok‐Gu Kwon Hac‐Kyoo Park 《科学教学研究杂志》2003,40(6):585-603
Based on conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the cognitive conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' cognitive conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring cognitive conflict levels. Factor analysis supported the model that cognitive conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and cognitive reappraisal of the conflict situation. Implications for instruction and possibilities for future research are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585–603, 2003 相似文献
103.
Although there is a considerable body of research regarding the relationships between the sociopolitical and economic transition and its implications for the education system in South Korea, there is little known about how sociopolitical and economic factors affect labor education practice in South Korea. The premise of the study is that the development of labor education is driven not only by workers’ needs but also by the state's policy to increase productivity while keeping the labor movement and political expression under control. Since many educators often overlook the importance of labor education by excluding it from adult education, very few studies have been conducted to identify the relationship between sociopolitical and economic factors and labor education in South Korea. The purpose of the study is thus to examine the effect of particular combinations of social, political, and economic forces on the development and expansion of labor education in South Korea during the period between the 1960s and the 1990s. The results of the study can be compared with studies of other countries that underwent a similar pattern of political and economic transformation. 相似文献
104.
The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience. 相似文献
105.
Kwon Oh Nam Han Chaereen Lee Changsuk Lee Kyungwon Kim Kyeongjun Jo Gyeongha Yoon Gangwon 《Educational Studies in Mathematics》2021,108(1-2):183-200
Educational Studies in Mathematics - Visual displays in the news media become critical during escalating events such as the COVID-19 pandemic, as they facilitate the communication of complex... 相似文献
106.
This paper investigates the stability analysis of sampled-data systems in the looped-functional framework. A modified free-weighting matrix inequality with quadratic-type is proposed to reduce conservatism of the integral term. Based on new looped-functional, improved conditions are derived in terms of linear matrix inequalities (LMIs) by utilizing the proposed integral inequality. Numerical examples show the superiority of the proposed condition through comparisons with the most recent results. 相似文献
107.
108.
Gaston Mialaret Gilbert de Landsheere Dieter Mahr Marcel Postic A. Harry Passow Elaine Rivers Desmond J. Keegan Jindra Kulich Wolfgang Mitter Joseph I. Zajda John Eggleston Shoshannah Langerman A. W. Wood Joachim Herzer Peter Waterman Hans Scheuerl Andrew S. Kwon Betty Heyder Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378
109.
Communication patterns in computer mediated versus face-to-face group problem solving 总被引：3，自引：0，他引：3
David H. Jonassen Hyug Kwon II 《Educational technology research and development : ETR & D》2001,49(1):35-51
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer
role expectations, while face-to-face communications are more cohesive and personal. None of this research has examined those
patterns of interactions in terms of the problem solving activities engaged. In this study, we compared the perceptions of
participants, the nature of the comments made, and the patterns of communication in face-to-face and computer-mediated groups
in terms of problem-solving activities while solving well-structured and ill-structured problems. The quantity of messages
in the computer conference was smaller but more task related than in the face-to-face conversations because participants reflected
more on ideas and perspectives in reaching their decisions. A cluster analysis of communication patterns showed that computer-mediated
group decisions more closely resembled the general problem-solving process of problem definition, orientation, and solution
development as group interaction progressed, while the face-to-face group interactions tended to follow a linear sequence
of interactions. Participants who solved problems through computer conferencing were more satisfied with the process and believed
that there was a greater quality in the problem-solving process. 相似文献
110.
Testing for factorial invariance of the Modified Leadership Scale for Sports: using a Japanese version 总被引：1，自引：1，他引：0
The objective of this study was to provide empirical evidence to support psychometric properties of a modified four-dimensional model of the Leadership Scale for Sports (LSS). The study tested invariance of all parameters (i.e., factor loadings, error variances, and factor variances–covariances) in the four-dimensional measurement model between two groups of student-athletes. For testing multi-group invariance of the proposed scale, 335 middle school and 320 high school student-athletes in Japan participated in this study. The modified version of the LSS consists of 35 items representing training instruction, democratic behaviour, positive feedback, and social support. A chi-square difference test was employed for model comparisons. The results supported configural, metric, scalar and factor variance–covariance invariance in the modified LSS across the two student-athlete groups. 相似文献