Structured Constructs Models Based on Change‐Point Analysis          下载免费PDF全文

Hyo Jeong Shin  Mark Wilson  In‐Hee Choi 《Journal of Educational Measurement》2017,54(3):306-332

This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum.  相似文献   

Promoting student progressions in science classrooms: A video study          下载免费PDF全文

Hui Jin  Michele E. Johnson  Hyo Jeong Shin  Charles W. Anderson 《科学教学研究杂志》2017,54(7):852-883

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Hyphenated Identities of Korean Heritage Language Learners: Marginalization,Colonial Discourses and Internalized Whiteness     

Jeeweon Shin 《Journal of Language, Identity & Education》2016,15(1):32-43

Drawing on the data collected through classroom observations, participants’ written journals, and in-depth interviews, this study examines the hyphenated identity constructions of 1.5- (ilcem osey) and 2nd-generation heritage language learners. The study observes that ethnic and racial exclusion in a White dominant society was more salient in 2nd generation than in 1.5 generation identities. On the other hand, 1.5 generation participants tended to accept their race, ethnicity, or hyphenated identities without evaluating them from the perspective of the dominant group. This in turn enabled them to circumvent the sense of marginalization. My finding is that beneath these 2nd-generation persons’ hyphenated identities there exists a discursive performance of self-Orientalism through which learners constantly internalize images of Koreans developed in the West. Moreover, they tend to distance themselves from so-called FOBs (fresh off the boat), who exhibit distinct stereotypical Asian characteristics. This study raises a number of pedagogical issues in the heritage-language-learning context where 2nd- and 1.5-generation learners are present together and further reconsiders the learning environment conducive to both 2nd- and 1.5-generation learners.  相似文献   

The Meaning of Social Inclusion for People with Disabilities in South Korea     

Kyung Mee Kim  Yu Ri Shin  Dong Chul Yu  Dong Ki Kim 《International Journal of Disability, Development & Education》2017,64(1):19-32

This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities.  相似文献   

comparison of three growth modeling techniques in the multilevel analysis of longitudinal academic achievement scores: Latent growth modeling, hierarchical linear modeling, and longitudinal profile analysis via multidimensional scaling     

Tacksoo Shin 《Asia Pacific Education Review》2007,8(2):262-275

This study introduces three growth modeling techniques: latent growth modeling (LGM), hierarchical linear modeling (HLM), and longitudinal profile analysis via multidimensional scaling (LPAMS). It compares the multilevel growth parameter estimates and potential predictor effects obtained using LGM, HLM, and LPAMS. The purpose of this multilevel growth analysis is to alert applied researchers to selected analytical issues that are required for consideration in decisions to apply one of these three approaches to longitudinal academic achievement studies. The results indicated that there were no significant distinctions on either mean growth parameter estimates or on the effects of potential predictors to growth factors at both the student and school levels. However, the study also produced equivocal findings on the statistical testing of variance and covariance growth parameter estimates. Other practical issues pertaining to the three growth modeling methods are also discussed.  相似文献   

Access to local books: the effects of Read Malawi from a children's rights perspective     

Jaran Shin  Misty Sailors  Nicola McClung  James V. Hoffman  P. David Pearson  Davie Kaambankadzanja  Liveness Mwale 《Literacy》2020,54(3):74-90

Children in low‐income, postcolonial countries such as Malawi have few opportunities with quality reading materials that promote independence as readers. In this study, we argue that access to locally produced text relevant to linguistic and cultural contexts is a fundamental human right for children throughout the world. Situating this study within the intersection of research on children's rights and complementary reading materials, we analyse data from a project in Malawi. We consider the ways in which a respect for children's educational rights – specifically, their rights to access information via children's books – can help them develop their biliteracy. Additionally, we examine how the Read Malawi program contributes to Malawian children's literacy development in both national and official languages. Our findings suggest not only a humanistic need for quality complementary books, but also the empirical justification for books in the hands of children; in particular, an interconnected relationship between borrowing books from school and engagement with Read Malawi was found, especially when we explore children's English proficiency. Through Read Malawi, this study exemplifies what a quality literacy intervention can do in supporting children's Chichewa and English proficiency and improving their rights to quality education.  相似文献   

Teachers’ use of technology and its influencing factors in Korean elementary schools     

Won sug Shin 《Technology, Pedagogy and Education》2013,22(4):461-476

Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom.  相似文献   

Motivations Behind Donors' Contributions to Crowdfunded Journalism     

Lian Jian  Jieun Shin 《Mass Communication and Society》2013,16(2):165-185

Crowdfunded journalism is a new model for funding journalism in which reporters solicit micropayments from readers to finance their reporting. In the present study, we seek to identify the major motivations behind readers' donations to a pioneering crowdfunded journalism website, Spot.Us. Under the theoretical framework of collective action, we explore a total of 9 motivations: altruism, fun, belief in freedom of content, social, community, self-esteem, understanding, image, and family and friends. Combining self-reported survey data (N = 344) with behavioral data on readers' complete donation records obtained from the Spot.Us server, we found that belief in freedom of content, altruism, and contributing to one's community were self-reported to be highly valued by donors, but fun and family and friends motivations were the only positive predictors for actual donation levels. We discuss the implications of these findings on the sustainability of crowdfunding as a business model for news.  相似文献   

Examining the Factors Affecting the Rate of IPTV Diffusion: Empirical Study on Korean IPTV     

Dong-Hee Shin  Yongsuk Hwang 《Journal of Media Economics》2013,26(3):174-200

This article has been retracted.  相似文献   

Effects of game technology on elementary student learning in mathematics     

Namsoo Shin  LeeAnn M. Sutherland  Cathleen A. Norris  Elliot Soloway 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):540-560

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