Opening or closing doors for students? Equity and data use in schools     

Amanda Datnow  Vicki Park 《Journal of Educational Change》2018,19(2):131-152

Ensuring equitable opportunities and outcomes for all students is a top priority of many educators and policymakers across the globe. Data use can be an important lever for achieving equity, but how this can occur is not well understood. In this article, we draw upon knowledge gained in a decade of in-depth qualitative research to examine the ways in which data use helps to open or close doors for students. We discuss data use practices that influence equity goals: (1) accountability-driven data use and data use for continuous improvement; (2) using data to confirm assumptions and using data to challenge beliefs, and (3) tracking and flexible grouping to promote student growth. Along each of these dimensions, there are active decision makers, complex processes of data use at play, and a great deal of variation both within and across contexts. Ultimately, educators and policymakers are faced with critical choices regarding data use that can profoundly affect students’ daily educational experiences and trajectories.  相似文献   

A Case Study of Russification in Two Translations of <Emphasis Type="Italic">Alice’s Adventures in Wonderland</Emphasis> by Vladimir Nabokov and Boris Zakhoder     

Mee Ryoung Park 《Children‘s Literature in Education》2018,49(2):140-160

This paper examines the domestication of children literature through the comparative study of two translations of Alice’s Adventures in Wonderland by Vladimir Nabokov and Boris Zakhoder. Alice’s Adventures in Wonderland has a reputation for being difficult to translate into foreign languages due to its strong linguistic features of world play and parody embedded in British culture. Nabokov and Zakhoder demonstrate different approaches in translating the book and providing opportunities for Russian children to feel the same emotion and imagination that English children would feel when reading Carroll’s book. While Nabokov attempts to fully translate the meanings of Carroll’s wordplay, the rhyme of poetry and humor, Zakhoder focuses more on direct translation of original text or adding new contents to facilitate better understandings for Russian children. Nabokov exhibits more ideal translation approach of Carroll’s work and Zakhoder represents typical translation approach of Soviet era.  相似文献   

Maternal responsiveness and child compliance: the role of mood as a mediator   总被引：2，自引：0，他引：2  

K L Lay  E Waters  K A Park 《Child development》1989,60(6):1405-1411

Parpal and Maccoby demonstrated that responsive maternal play increases children's compliance. They suggested that positive mood induction might be one mechanism mediating this effect. Study 1 tested the hypothesis that a responsive maternal play procedure would indeed induce a positive mood. 32 4-year-olds and their mothers participated. Half of the mothers were trained in a responsive play technique prior to a laboratory play session; half of them were not trained. Postplay self-reports of mood indicated that responsive play increased positive mood but did not affect arousal levels. Study 2 tested the hypothesis that experimentally induced positive mood increases compliance in the types of tasks reported in the Parpal and Maccoby's research. 24 4-year-olds were randomly assigned to either a positive or negative mood induction and then tested for response to maternal compliance demands. Children induced into positive moods complied more and complied with shorter latencies than children induced into negative moods. The fact that maternal responsiveness induces a positive mood points to a mechanism that may be significant in both attachment and socialization beyond infancy.  相似文献   

Unintended knowledge learnt in primary science practical lessons     

Jisun Park  Ian Abrahams 《International Journal of Science Education》2016,38(16):2528-2549

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.  相似文献   

Improved stabilization criteria for fuzzy systems under variable sampling     

Chao Ge  Hong Wang  Yajuan Liu  Ju H. Park 《Journal of The Franklin Institute》2017,354(14):5839-5853

This paper investigates the problem of stabilization for fuzzy sampled-data systems with variable sampling. A novel Lyapunov–Krasovskii functional (LKF) is introduced to the fuzzy systems. The benefit of the new approach is that the LKF develops more information about actual sampling pattern of the fuzzy sampled-data systems. In addition, some symmetric matrices involved in the LKF are not required to be positive definite. Based on a recently introduced Wirtinger-based integral inequality that has been shown to be less conservative than Jensen’s inequality, much less conservative stabilization conditions are obtained. Then, the corresponding sampled-data controller can be synthesized by solving a set of linear matrix inequalities (LMIs). Finally, an illustrative example is given to show the feasibility and effectiveness of the proposed method.  相似文献   

Advanced stability criteria for linear systems with time-varying delays     

M.J. Park  O.M. Kwon  J.H. Ryu 《Journal of The Franklin Institute》2018,355(1):520-543

This paper investigates a stability problem for linear systems with time-varying delays. By constructing suitable augmented Lyapunov–Krasovskii functionals, improved stability criteria under various conditions of time-varying delays are derived within the framework of linear matrix inequalities (LMIs). Moreover, to reduce the computational burden caused by the non-convex term including h²(t), how to deal with it is applied by estimating it to the convex term including h(t). Finally, three illustrative examples are given to show the effectiveness of the proposed criteria.  相似文献   

A Preliminary Analysis of the Factors Affecting Satisfaction with the Police Practicum Credit Program in South Korea     

Joon Tag Cho  Hyeonho Park 《Journal of Criminal Justice Education》2018,29(1):137-156

Numerous studies have been conducted about criminal justice internship programs in western countries, but few have addressed similar types of programs conducted in Eastern countries. To fill this gap in the literature, this study preliminarily analyzed the factors affecting satisfaction with the police practicum credit program in South Korea using data collected from 208 participating students and police officers. The results showed that participants were generally satisfied with the program but had different perceptions about each program component. Focusing on the crucial elements affecting overall satisfaction with the program, the study examined the following factors: the curriculum; the period and practice time; the proportion of on-site practice; teaching material; credits; and police officers’ preparedness, attitudes and information offerings. Our results suggest that the curriculum and preparedness of the officers in charge were significant factors affecting the participants’ satisfaction. Based on the findings, implications for policy recommendations are discussed.  相似文献   

Improved approaches to stability criteria for neural networks with time-varying delays     

O.M. Kwon  M.J. Park  Ju H. Park  S.M. Lee  E.J. Cha 《Journal of The Franklin Institute》2013

In this paper, the problem of stability analysis for neural networks with time-varying delays is considered. By the use of a newly augmented Lyapunov functional and some novel techniques, sufficient conditions to guarantee the asymptotic stability of the concerned networks are established in terms of linear matrix inequalities (LMIs). Three numerical examples are given to show the improved stability region of the proposed works.  相似文献   

The New Argonauts: Regional Advantage in a Global Economy,by AnnaLee Saxenian. Cambridge,MA: Harvard University Press, 2006. 432 pp. $18.95 paper. $27.95 cloth. ISBN 978-0-674-02566-0 paper/978-0-674-02201-0 cloth     

Yong Jin Park 《The Information Society》2013,29(2):126-127

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Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  

Hyun Ju Park 《Research in Science Education》2007,37(2):217-237

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献