Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida     

Rebecca L. Brower  Chenoa S. Woods  Tamara Bertrand Jones  Toby J. Park  Shouping Hu  David A. Tandberg 《Community College Journal of Research & Practice》2018,42(2):112-128

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.  相似文献   

Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative     

Allison Gruner Gandhi  Rachel Slama  So Jung Park  Patrick Russo  Kendra Winner  Robin Bzura 《Journal of research on educational effectiveness》2018,11(2):240-266

We used a comparative interrupted time series design to examine the impact of the Massachusetts' Wraparound Zone Initiative on student achievement, attendance, retention, and suspension. This initiative was designed to create coordinated district systems that allow schools to proactively and systematically address students' nonacademic needs. The state education agency awarded grants to seven high-need districts, each of which used the funds to support a select group of schools in implementing strategies that focused on school climate and culture, family engagement, systems to identify and address student needs, and community partnerships. Results from this study showed that students in Wraparound Zone schools performed better on state academic assessments than students in comparison schools, when considering prior achievement trends. Effects were statistically significant in the 3rd year of implementation. The impact on academic achievement was greatest for third- and fourth-grade students, and was particularly strong for English learners. There was no statistically significant overall impact on attendance, retention, or suspension.  相似文献   

A Katz-centrality-based protocol design for leader-following formation of discrete-time multi-agent systems with communication delays     

M.J. Park  O.M. Kwon  J.H. Ryu 《Journal of The Franklin Institute》2018,355(13):6111-6131

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Orthogonal-polynomials-based integral inequality and its applications to systems with additive time-varying delays     

Seok Young Lee  Won Il Lee  PooGyeon Park 《Journal of The Franklin Institute》2018,355(1):421-435

Recently, a polynomials-based integral inequality was proposed by extending the Moon’s inequality into a generic formulation. By imposing certain structures on the slack matrices of this integral inequality, this paper proposes an orthogonal-polynomials-based integral inequality which has lower computational burden than the polynomials-based integral inequality while maintaining the same conservatism. Further, this paper provides notes on relations among recent general integral inequalities constructed with arbitrary degree polynomials. In these notes, it is shown that the proposed integral inequality is superior to the Bessel–Legendre (B–L) inequality and the polynomials-based integral inequality in terms of the conservatism and computational burden, respectively. Moreover, the effectiveness of the proposed method is demonstrated by an illustrative example of stability analysis for systems with additive time-varying delays.  相似文献   

Finite-time multi-switching synchronization behavior for multiple chaotic systems with network transmission mode     

Xiangyong Chen  Jinde Cao  Ju H. Park  Tingwen Huang  Jianlong Qiu 《Journal of The Franklin Institute》2018,355(5):2892-2911

By considering network transmission mode, this paper addresses the finite-time multi-switching synchronization problem for two kinds of multiple chaotic systems. For multiple same-order chaotic systems, we construct the general switching rules and analyze the existence of switching cases. The presented schemes guarantee the states of each derive system to be finite-timely synchronized with the desired states of every respond system in the different transmission paths and switching sequences. For multiple different order chaotic systems, we analyze a special multi-switching hybrid synchronization behavior, where part of the states are completely synchronized and the others belong to combination synchronization. Moveover, the easily verifiable criterion is derived for such synchronization. Finally, numerical examples are given to show the effectiveness of the presented theoretical results.  相似文献   

User acceptance of a digital library system in developing countries: An application of the Technology Acceptance Model   总被引：1，自引：0，他引：1  

Namkee Park  Raul Roman  Seungyoon Lee  Jae Eun Chung 《International Journal of Information Management》2009

This study examines the factors that influence people's adoption and use of a digital library system and tests the applicability of the Technology Acceptance Model (TAM) in the context of developing countries. Using data from a survey of 16 institutions in Africa, Asia, and Central/Latin America (N = 1082), a path analysis revealed that perceived ease of use of the library system had a significant impact on perceived usefulness, which ultimately led to behavioral intention to use. In addition, the study examined the similarities and differences in the significant predictors of the digital library acceptance across countries and continents. Further, the current study suggests that external variables that affect perceived ease of use and usefulness need to be considered as important factors in the process of designing, implementing, and operating digital library systems. Such consideration will help decrease the mismatch between system design and local users’ realities, and further facilitate the successful adoption of digital library systems in developing countries.  相似文献   

Visual displays and contextual presentations in computer-based instruction     

Ok-choon Park 《Educational technology research and development : ETR & D》1998,46(3):37-50

The effects of two instructional strategies, visual display and contextual presentation, were investigated in the acquisition of electronic troubleshooting skills using computer-based instruction. Three types of visual displays (animation, static graphics with motion cues, and static graphics without motion cues) were used to represent structures and functions of electronic circuits and trouble-shooting procedures. The first hypothesis was that animation would be more effective than static graphics, but that static graphics with adequate motional cues representing the dynamic aspects of the task would accomplish results similar to animation. Results supported this hypothesis. The second hypothesis was that context-dependent instruction would be more efficient than context-independent instruction for solving problems in similar contexts, but that context independent instruction would be more effective in solving problems encountered in different contexts. The results supported this hypothesis. A general conclusion of this study is that the use of visual displays and contextual presentation should be based on the learning requirements of the task and the expected roles of the strategy in the learning.When this study was conducted, he was with the U.S. Army Research Institute. The opinions expressed herein are the author's and do not express or imply the views of the U.S. Department of Education or the U.S. Army Research Institute.  相似文献   

Using Industry Experiences to Promote Change in the Types of Instructional Strategies Used by Secondary Science Teachers     

Carter  Glenda  Park  John C.  Copolo  Cynthia F. 《Journal of Science Teacher Education》1998,9(2):143-152

Journal of Science Teacher Education -  相似文献   

Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard     

Eunsung Park  Dirk Ifenthaler  Roy B. Clariana 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):98-125

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