Primacy of Broadcast News: A Mediation Analysis of Recall,Attitudes, and Voting Intentions     

Yun Jung Choi  Jong Hyuk Lee 《Journal of Applied Communication Research》2013,41(1):84-103

This study examines how the order and proportion of scene valence within a television news story influence viewers' processing of political information. The results of the study, based on structural equation modeling and Sobel's mediation analysis, suggest that, in a news story about a political candidate, positive information on the candidate is recalled better if he or she is praised at the beginning of the story and then criticized at the end than if he or she is criticized first and praised later. In addition, there was a strong proportion effect. Stories with a high proportion of positive scenes were more likely to increase the participant's recall of positive information and induce his or her favorable attitudes and voting intentions than those with a low proportion of positive scenes.  相似文献   

Scope of the Library Catalog in Times of Transition     

Jina Choi Wakimoto 《Cataloging & classification quarterly》2013,51(5):409-426

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Television,Gender Norms,and Tanning Attitudes and Intentions of Young Men and Women     

Hyunyi Cho  Jounghwa Choi 《Communication Studies》2013,64(5):508-530

This study investigated whether and how exposure to tanned images on television is related to tanning attitudes and intentions among men and women, using the influence of presumed influence model (Gunther & Storey, 2003 Gunther , A. C. , & Storey , J. D. ( 2003 ). The Influence of presumed influence . Journal of Communication , 53 , 199 – 215 .[Crossref], [Web of Science ®] , [Google Scholar]). The model showed a better fit with the male rather than female sample. In addition, among males, exposure to tanned-men images on television was directly associated with protanning attitudes and was indirectly associated with protanning intentions. Corresponding direct and indirect associations were not found among females. Instead, the results suggest females may project their own protanning intentions into the estimation of protanning norms among male and female peers. These results suggest the social perceptual processes underlying the link between television exposure and tanning tendencies of men and women may differ.  相似文献   

CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN,CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS     

Mun  Kongju  Lee  Hyunju  Kim  Sung-Won  Choi  Kyunghee  Choi  Sung-Youn  Krajcik  Joseph S. 《International Journal of Science and Mathematics Education》2013,13(2):437-465

In this study, we explored the extent to which Australian, Chinese, and Korean middle school students perceived themselves to have scientific literacy as global citizens and attempted to identify differences and/or commonalities in their perceptions. A total of 655 middle school students (8th and 9th grades; 358 girls and 297 boys) from the three countries participated in the study. We used Global Scientific Literacy Questionnaires (GSLQ) as a survey instrument to assess the students’ perceptions. The GSLQ was developed based on a conceptual framework of Scientific Literacy suggested by Choi, Kim, Lee, Mun, Choi, Krajcik & Shin (2011) and Choi, Lee, Shin, Kim & Krajcik (Journal of Research in Science Teaching, 48(6), 670–697, 2011) for citizenship education in the 21st century. The results indicated that most of the students from the three countries showed a tendency toward higher scores for Science as human endeavor; the lowest scores were in Meta-cognition and self-direction. A pattern of gender difference was also examined among the three countries. We suggest future research questions based on a cross-cultural perspective in order to explore the reasons for the existence of these similarities and differences.

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National construction of global education: a critical review of the national curriculum standards for South Korean global high schools     

Youl-Kwan Sung  Minjeong Park  Il-Seon Choi 《Asia Pacific Education Review》2013,14(3):285-294

In this paper, the authors investigate what global visions of education are reflected in the selected national curriculum standards, with special reference to two seemingly contradictory forces: globalization and nationalism. This paper examines the socio-economic and cultural foundations of the curriculum and explains how the national curriculum for South Korean global high schools symbolically appropriates global education for the purpose of national competitiveness. Our findings show that, although the selected curriculum document alludes to the importance of international understanding and of global citizenship education, its primary objective is to provide students with knowledge and skills for national competitiveness and to uphold, rather than weaken, national identity in reaction to global pressures. This phenomenon is closely linked to the historical background of Koreanized globalization, in which the concept of segyehwa has been used as a catalyst for undertaking global education for the ends of global competiveness and national pride.  相似文献   

Using growth models to monitor school performance: comparing the effect of the metric and the assessment     

Pete Goldschmidt  Kilchan Choi  Felipe Martinez  John Novak 《School Effectiveness & School Improvement》2013,24(3):337-357

This paper investigates whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis. Using norm-referenced (NRT) and standards-based (SBT) assessment results from panel data of a large heterogeneous school district, we examine inferences based on vertically equated scale scores, normal curve equivalents (NCEs), and nonvertically equated scale scores. The results indicate that the effect of the metric depends upon the evaluation objective. NCEs significantly underestimate absolute individual growth, but NCEs and scale scores yield highly correlated (r >.90) school-level results based on mean initial status and growth estimates. SBT and NRT results are highly correlated for status but only moderately correlated for growth. We also find that as few as 30 students per school provide consistent results and that mobility tends to affect inferences based on status but not growth – irrespective of the assessment or metric used.  相似文献   

Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens     

Hyunju Lee  Jungsook Yoo  Kyunghee Choi  Sung-Won Kim  Joseph Krajcik  Benjamin C. Herman 《International Journal of Science Education》2013,35(12):2079-2113

Our guiding presupposition in this study was that socioscientific issues (SSI) instruction, given the humanistic features that comprise this type of instruction, could play a role as a vehicle for cultivating character and values as global citizens. Our main objective was to observe how and to what extent SSI instruction might contribute to this. In order to achieve this aim, we implemented a SSI program on genetic modification technology for 132 ninth-grade students over 3–4 weeks and identified its educational effects using a mixed method approach. Data sources included student responses to questionnaire items that measure the students' character and values, records of student discussions, and semi-structured interviews with the students and their teachers. Results indicated that the students became more sensitive to moral and ethical aspects of scientific and technological development and compassionate to diverse people who are either alienated by the benefits of advanced technology or who are vulnerable to the dangers of its unintended effects. In addition, the students felt more responsible for the future resolution of the genetic SSI. However, the students struggled to demonstrate willingness and efficacy to participate within broader communities that entailed action toward SSI resolution.  相似文献   

‘The best students will learn English’: ultra‐utilitarianism and linguistic imperialism in education in post‐1997 Hong Kong     

Po King Choi 《教育政策杂志》2013,28(6):673-694

In September 1997, shortly after China resumed sovereignty over Hong Kong, the Education Department announced a policy which was widely seen as a restoration of 'mother‐tongue education', but which, in reality, was an elitist language selection policy. This policy, which provided for the selection of the best primary school graduates for monolingual education in English, was designed to be a cost‐effective way of training in English skills for those who had the economic and cultural capital to benefit from it. Meanwhile, the majority of students were barred from sufficient exposure to English, the language of power and wealth. In this paper, I shall show that this policy draws on a strong utilitarian discourse about the centrality of English for the economic survival of Hong Kong, which was engineered by business interests on the eve of the changeover in 1997, and which helped perpetuate a form of linguistic imperialism. Meanwhile, academics whose research was used to legitimize the policy, failed to problematize dominant language ideologies that have been used to justify pedagogically unsound practices and an inequitable language streaming policy. Through documenting the voices of individual educators, I am able to delineate counter‐discourses which, albeit weak and isolated, nevertheless manifested much broader educational concerns than the narrow utilitarianism and the unquestioned privileging of the learning of English skills that underlay the current policy.  相似文献   

‘Weep for Chinese university’: a case study of English hegemony and academic capitalism in higher education in Hong Kong     

Po King Choi 《教育政策杂志》2013,28(2):233-252

In the spring of 2005, students and alumni of the Chinese University of Hong Kong staged an adamant protest against University directives which they perceived would result in a significant increase in the number of courses taught in English. They denounced the administration of selling out on the founding mission of the University, for which, as stated in its Ordinance, the principal medium of teaching would be Chinese. The University, on the other hand, defended its policy in the name of ‘internationalization’ and the need to stay ahead in the midst of severe competition at home and abroad. This paper examines this language controversy against the wider context of English hegemony and the rise of academic capitalism, two forces which are inextricably linked for the non‐Western societies in a post‐colonial era. I will try to show that the controversy was ultimately a struggle over the meaning of university education, between what I would call the instrumentalists and the humanists in this age of globalization. I end the paper with a pessimistic note, saying that it is the former who have gained an upper hand, and that the scope and parameters of the language debate are heavily restricted.  相似文献   

The importance of morphological awareness in Korean–English biliteracy acquisition     

Min Wang  In Yeong KoJaeho Choi 《Contemporary educational psychology》2009

This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies.  相似文献