The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea     

Baek  Sun-Geun  Choi  Hye-Jeong 《Asia Pacific Education Review》2002,3(1):125-135

The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that there were statistically significant differences in classroom environments according to students ’ school and classroom organizations. Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES (i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control) had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement.  相似文献   

The romance and the reality between pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices     

Angela Choi Fung Tam 《Teachers and Teaching》2016,22(7):765-781

This qualitative study aimed to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. Pre- and post-programme semi-structured interviews and reflective journals were employed to collect data. The findings suggest that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth. The programme per se, however, does not guarantee target language enhancement in a short time. Implications for programme coordinators and future research are discussed.  相似文献   

Latent variable modeling in the hierarchical modeling framework in longitudinal studies: a fully bayesian approach     

Kilchan Choi 《Asia Pacific Education Review》2001,2(1):44-55

This paper presents a strategy for specifying latent variable regressions in the hierarchical modeling framework (LVR-HM). This model takes advantage of the Structural Equation Modeling (SEM) approach in terms of modeling flexibility—regression among latent variables—and of the HM approach in terms of allowing for more general data structures. A fully Bayesian approach via Markov Chain Monte Carlo (MCMC) techniques is applied to the LVR-HM. Through analyzing the data from a longitudinal study of educational achievement, gender difference are explored in the growth of mathematical achievement across grade 7 through grade 10. Allowing for the fact that initial status effect to rates of change may differ for girls and boys, the LVR-HM is specified in a way that rates of change parameters are modeled as a function of initial status parameters and the interaction between initial status and gender.  相似文献   

A Case-Based Learning Environment Design for Real-World Classroom Management Problem Solving     

Ikseon Choi  Kyunghwa Lee 《TechTrends》2008,52(3):26-31

The Instructional Design Portfolio

A Case-Based Learning Environment Design for Real-World Classroom Management Problem Solving  相似文献   

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes          下载免费PDF全文

Derek L. Choi‐Lundberg  Anne‐Marie M. Williams  Craig Zimitat 《Anatomical sciences education》2017,10(6):514-527

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.  相似文献   

Korean Students in Australian Universities: Intercultural Issues     

Myonghee Choi 《高等教育研究与发展》1997,16(3):263-282

This article comes from a study which examines data from the intercultural experience of Korean students studying in Australian universities ‐‐ in particular, their difficulties communicating interculturally in academic settings. The identified difficulties of Korean students are discussed in terms of difficulties in language, styles of teaching and learning, and relationships with peers and teachers. The article explores the significance of different Korean cultural norms in education, such as role expectations, classroom conventions and language use. It also aims to help Australian educators and institutions to contribute towards a better understanding of the difficulties for Korean students involved in the evolving field of intercultural education in Australia. The findings recommend strategies for students, educators and institutions. Such integrated strategies and support programs would enable educators and students to achieve better relationships and greater academic fulfilment.  相似文献   

Racial discrimination and the moderating effects of racial and ethnic socialization on the mental health of Asian American youth     

Michael Park  Yoonsun Choi  Miwa Yasui  Donald Hedeker  Specificity  Commonality  and Generalizability in Social-Emotional Development Special Section Editors 《Child development》2021,92(6):2284-2298

This study investigates trajectories of racial discrimination, racial and ethnic socialization (RES), and their interaction effects with social positions (nativity and gender) on mental health. A longitudinal study of 786 Filipino American (FA) and Korean American (KA) youth from the Midwestern United States (M_age.Wave1 = 15) confirmed that discrimination increased and significantly contributed to the upward trend of mental health distress, whereas the impact of RES differed by its type and by ethnicity. For example, promotion of mistrust and ethnic-heritage socialization were protective among U.S.-born FA youth, but for KA youth, preparation for bias was protective regardless of nativity and gender. This study highlights the importance of considering social positions to better understand the role of RES in youth psychological adjustment.  相似文献   

Exploring the definitions of quality early childhood programmes in a market‐driven context: case studies of two Hong Kong preschools     

Choi Wa Dora Ho 《International Journal of Early Years Education》2008,16(3):223-236

Set within the market‐driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi‐structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the ‘backwash effect’ of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after‐school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 Woodhead, M. 1998. Quality in early childhood programmes: contextually appropriate approach. International Journal of Early Years Education, 6(1): 5–13. [Taylor & Francis Online] [Google Scholar] contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market‐driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.  相似文献   

A cross-cultural investigation of the use of teaching styles     

Cothran DJ  Hodges Kulinna P  Banville D  Choi E  Amade-Escot C  MacPhail A  Macdonald D  Richard JF  Sarmento P  Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201

Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.  相似文献   

When Smartphone Responses Are Not Unreliable     

Chang Shik Choi 《Communication Research Reports》2017,34(4):307-315

As online surveys have become popular, concerns have emerged about the quality of responses submitted via mobile technology, such as limited text readability, increased distractions, etc. To assess the validity of this concern, this study examines the effect of medium (PC, smartphone) on the response reliability of Big-Five Mini-Markers for personality. Results provide little support for the concern, indicating that responses from smartphones are as reliable as those submitted from PCs. Conditions where mobile devices may not suffer with poor reliability are discussed.  相似文献