Developmental trajectories of Korean and heritage language proficiencies and their association with maladjustment among Korean multicultural adolescents     

Jisu Park  Yoonsun Han 《Child development》2023,94(3):617-632

This study identified changes in Korean and heritage language proficiencies across five waves (2011–2015) and examined the association between linguistic acculturation trajectories and adjustment (2016) among Korean adolescents with immigrant family backgrounds (N = 1441; 51.21% female; M_{age(baseline)} = 9.97). All adolescents were from multiethnic families with 91.65% comprising a non-Korean Asian mother (e.g., Japan, Philippines, China, Thailand) and Korean father. Parallel process latent class growth modeling and multivariate regression analysis were conducted to estimate the trajectories of linguistic acculturation and their effects on adolescents' future adjustment. Linguistic acculturation trajectories were classified into three latent groups. Bilingual adolescents demonstrated better adjustment over adolescents in other trajectories. Findings highlight the importance of considering patterns of change in linguistic acculturation for understanding Korean multicultural adolescents' adjustment.  相似文献   

Context matters: Secondary science teachers' integration of process-based,unplugged computational thinking into science curriculum     

Vance Kite  Soonhye Park 《科学教学研究杂志》2024,61(1):203-227

There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process-based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process-based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT-integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT-integrated science curricula.  相似文献   

New delay-dependent bounded real lemmas of polytopic uncertain singular Markov jump systems with time delays     

Jing Wang  Ju H. Park  Hao Shen 《Journal of The Franklin Institute》2014

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A microfluidic platform for quantitative analysis of cancer angiogenesis and intravasation     

Hyunjae Lee  Woohyun Park  Hyunryul Ryu  Noo Li Jeon 《Biomicrofluidics》2014,8(5)

Understanding the mechanism behind cancer metastasis is a major challenge in cancer biology. Several in vitro models have been developed to mimic a cancer microenvironment by engineering cancer–endothelial cell (EC) and cancer-stromal cell interactions. It has been challenging to realistically mimic angiogenesis, intravasation, and extravasation using macro-scale approaches but recent progress in microfluidics technology has begun to yield promising results. We present a metastasis chip that produce microvessels, where EC and stromal cells can be patterned in close proximity to tumor cells. The vessels are formed following a natural morphogenic process and have smooth boundaries with proper cell-cell junctions. The engineered microvessels are perfusable and have well-defined openings toward inlet and outlet channels. The ability to introduce cancer cells into different locations bordering to the microvessel wall allowed generation and maintenance of appropriate spatial gradients of growth factors and attractants. Cancer angiogenesis and its inhibition by anti-vascular endothelial growth factor (bevacizumab) treatment were successfully reproduced in the metastasis chip. Cancer intravasation and its modulation by treatment of tumor necrosis factor-α were also modeled. Compared to other models, the unique design of the metastasis chip that engineers a clear EC-cancer interface allows precise imaging and quantification of angiogenic response as well as tumor cell trans-endothelial migration. The metastasis chip presented here has potential applications in the investigation of fundamental cancer biology as well as in drug screening.  相似文献   

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey     

Alice Haddon  Harriet Goodman  James Park  Ruth Deakin Crick 《Pastoral Care in Education》2005,23(4):5-16

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.  相似文献   

1989 C. H. McCloy research lecture: health, exercise, and the biomedical impulse, 1870-1914     

R J Park 《Research quarterly for exercise and sport》1990,61(2):126-140

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Using virtual reality in the classroom: preservice teachers’ perceptions of its use as a teaching and learning tool     

G. Cooper  H. Park  Z. Nasr  L. P. Thong  R. Johnson 《Educational Media International》2019,56(1):1-13

Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts.  相似文献   

The effects of formal learning and informal learning on job performance: the mediating role of the value of learning at work     

Yoonhee?Park  Woojae?ChoiEmail author 《Asia Pacific Education Review》2016,17(2):279-287

Although research has widely recognized the relationships between formal and informal learning and job performance, empirical studies have not paid sufficient attention to these relationships. In addition, there is little understanding how individual perceptions toward learning influence the relationships between the aforementioned two types of learning and job performance. In the present study, it was proposed that formal and informal learning can influence job performance. Moreover, in the relationships between formal and informal learning and job performance, the value of learning at work was considered as a mediator. With a sample of employees from small and medium-sized enterprises in South Korea, the research showed that formal and informal learning influences job performance through the value of learning at work. Based on the results of the study, several implications were discussed.  相似文献   

Unintended Learning in Primary School Practical Science Lessons from Polanyi’s Perspective of Intellectual Passion     

Jisun Park  Jinwoong Song  Ian Abrahams 《Science & Education》2016,25(1-2):3-20

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term ‘unintended’ learning to distinguish it from ‘intended’ learning that appears in teachers’ learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students’ interest in it. In contrast, unintended learning originated from students’ spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers’ persuasive passion comes first in the process of intended learning, students’ heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers’ deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.  相似文献   

A simple form synthesis of linear time-variant digital filter via spectral decomposition of its impulse response     

S. Park  J.K. Aggarwal 《Journal of The Franklin Institute》1984,318(3):151-164

The paper describes a new technique to synthesize a finite impulse response of linear time-variant (LTV) digital filter. First, a finite impulse response is decomposed into a sum of products of two orthogonal sequences. The direct implementation of the decomposed impulse response leads to the parallel connection of linear time-invariant (LTI) digital filters, followed by time-varying multipliers. A simple filter structure is obtained by properly modifying the sequences to realize the parallel form structure as a cascade connection of first- or second-order recursive LTI filters. The structure is easy to implement on a computer and saves computation time. Numerical examples illustrating the technique are included.  相似文献