Intercultural Communication: Taking Stock of the Domain     

Young Yun Kim 《Communication Studies》2018,69(4):341-349

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Review of The Instructional Design Knowledge Base: Theory,Research, and Practice     

Kim McMurtry 《TechTrends》2014,58(3):97-99

The Instructional Design Knowledge Base: Theory, Research, and Practice by Rita C. Richey, James D. Klein, and Monica W. Tracey describes the instructional design knowledge base and further provides a taxonomy to frame the elements and related theories, thus approaching ID from both a practical and scholarly perspective. Geared toward the graduate student or scholar and not for the novice in its extensive explanations and source citations, the text should be required reading for all students of instructional design. Concepts are explained clearly and succinctly with well-organized chapters that provide headings and subheadings with introductions and transitional cues. The historical development and current research of each theory and model is well documented, and the references list alone would serve as a helpful reference for the student of instructional design. Scholars of ID will also find thought-provoking the suggestions for future research at the end of each chapter.  相似文献   

The Effects of Self‐ and Peer‐Monitoring in Social Studies Performance of Students with Learning Disabilities and Low Achieving Students          下载免费PDF全文

Woori Kim  Min Wook Ok  Yongseok Yoo 《Learning disabilities research & practice》2018,33(2):87-98

This study employed group randomized trials to investigate the effects of self‐ and peer‐monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results indicated that there was a significant interaction effect between the intervention and students’ pretest scores on academic vocabulary acquisition; the intervention was more effective for students with lower scores in the pretest than those with higher scores. In addition, there was a significant intervention effect on content knowledge acquisition; the effect size of the growth of the treatment group on the content knowledge test was significantly larger than that of the comparison group. Teacher interviews also revealed that teachers viewed the intervention positively. Implications for practice and suggestions for future research are discussed.  相似文献   

Implications for improving access and outcomes for individuals with disabilities in postsecondary distance education     

Weol Soon Kim‐Rupnow  Peter W. Dowrick  Laure S. Burke 《The American journal of distance education》2013,27(1):25-40

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How Korean students see scientists: the images of the scientist     

Jinwoong Song  Kwang-Suk Kim 《International Journal of Science Education》2013,35(9):957-977

This study investigated five different aspects (mental image, physical image, source of the image, 'scientists around us', and 'my favourite scientist') of Korean students' images of the scientists. The data, quantitative and qualitative, from the responses of a total of 1137 students from three different groups (age 11, 13and 15) were analysed to calculate the relative frequencies of some identified patterns of responses and to make comparisons between different genders and different age groups. Korean students generally showed, but to a slightly lesser extent, some stereotypical images of the scientist which were revealed in previous studies. These were influenced more by affective and ethical personal characteristics of the scientist than by their cognitive and gifted abilities. Some noticeable age-related and gender-related differences were also found and discussed.  相似文献   

EUROPEAN DISSERTATION SUMMARIES     

Mijung Kim  Aik‐Ling Tan 《International Journal of Science Education》2013,35(4):465-472

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.  相似文献   

Global convergence or national variation? Examining national patterns of classroom instructional practices     

Yoonjeon Kim 《Globalisation, Societies & Education》2019,17(3):353-377

The world culture framework posits a convergence in the organisation of education across the world. On the other hand, scholars observing teaching practices inside classrooms find significant variation among nations and regions of the world. This study examined the global change patterns of classroom practices at the between- and within-country levels, drawing on teacher reports from the Trends in Mathematics and Science Study. Results indicate clear between-country convergence toward more student-centred and conceptual instruction. But a nation’s degree of conformity or resistance to this model was contingent upon other nation-specific factors, including centralised curriculum control or world regional location.  相似文献   

Repeat Consumption of Media Goods: Examining Factors Affecting Repeat Theatrical Viewing of Movies     

Byeng-Hee Chang  Sang-Hyun Nam  Hun Kim 《Journal of Media Economics》2016,29(4):167-180

This study explored the factors affecting repeat theatrical viewing of movies. Integrating content, social influence, and access/competition variables, the analysis reveals that the drivers of theatrical repeat viewing are different from those for box office performance. For example, the effects of genre, transmedia content, and audience review were significant only for the latter and factors such as movie length, critics’ review, and level of news coverage actually played a negative role in the repeat consumption.  相似文献   

Uses and Gratifications,Journalists’ Twitter Use,and Relational Satisfaction with the Public     

Yonghwan Kim  Youngju Kim  Yuan Wang  Na Yeon Lee 《广播与电子媒介杂志》2016,60(3):503-526

This study employed the uses and gratification approach to investigate how journalists perceive relational satisfaction with the public on Twitter, specifically the associations between journalists’ motivations to use Twitter, their Twitter use, and their relational satisfaction with the public. Through a survey of South Korean journalists, this study revealed that journalists’ motivations for Twitter use are positively related to their job-related activities on Twitter (e.g., posting/sharing their news and interacting with audience), which consequently influences perceived relational satisfaction with the public. The findings provide new insight into an increasingly important part of the public’s engagement and news/information flows in the digital media environment. This study expands upon the literature by analyzing how journalists’ motivations for using Twitter and their job-related activities on Twitter are associated with relational satisfaction with the public.  相似文献   

Social Media Type Matters: Investigating the Relationship Between Motivation and Online Social Network Heterogeneity     

Cheonsoo Kim  Jae Kook Lee 《广播与电子媒介杂志》2016,60(4):676-693

This study investigated relationships between social media motivation, relative preferences for social media type, and network heterogeneity, using a U.S. national survey. By classifying social media into the symmetrical and the asymmetrical, we showed that relationship motivation was more likely to be associated with a preference for the symmetrical type, whereas information motivation with a preference for the asymmetrical. Network heterogeneity was positively predicted by relationship motivation but not by information motivation. Finally, a relative preference for the symmetrical type was found to mediate the association between relationship motivation and network heterogeneity.  相似文献