Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature     

Eun Young Kang  John William McKenna  Sarah Arden  Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33

In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties.  相似文献   

Neoliberal practices amidst social justice orientations: global citizenship education in South Korea     

Hye Seung Cho  Jacqueline Mosselson 《Compare》2018,48(6):861-878

Abstract

Global citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea’s geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world.  相似文献   

Duality of educational policy as global and local: the case of the gender equity agenda in national principles and state actions     

Seung-Hwan Ham  Lynn W. Paine  Yun-Kyung Cha 《Asia Pacific Education Review》2011,12(1):105-115

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The relationship between parental bonding and peer victimization: examining child stress and hopelessness as mediators     

HaeJin Shin  Dong Hun Lee  Kumlan Yu  KyongAe Ham 《Asia Pacific Education Review》2016,17(4):637-650

The purpose of the current study was to investigate a two-stage model in which parent-related stress and hopelessness each served as mediators of the relationship between perceived parental bonding and South Korean adolescent peer victimization. This study also examined whether the mediating relationships differed by the gender of parents and adolescents. A casual chain with three links and four sets of variables were analyzed using structural equation modeling. Data were collected from 800 adolescents attending 10 middle schools in the Busan region of South Korea. Results indicated that both maternal and paternal parental bonding were negatively associated with stress, stress was positively associated with hopelessness, and hopelessness was positively associated with South Korean adolescent peer victimization. Most importantly, the significant negative associations between both maternal and paternal parental bonding and peer victimization were mediated by both stress and hopelessness. Furthermore, gender differences in these relationships existed for both parents and adolescents. Limitations and implications to practice were discussed.  相似文献   

The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories     

Barohny Eun 《Educational Philosophy and Theory》2019,51(1):18-30

The zone of proximal development (ZPD) is defined as an overarching concept that integrates the main tenets of Vygotsky’s theory of human development. The conceptualization of the ZPD begins with its social, cultural, and historical context and traces its development as a spatial and temporal metaphor that reflects the sociogenetic root of all human mental functioning. Beyond the explication of sociogenesis, the ZPD is reconceptualized to include the notions of voice and dialogicality. The insights gained from the fields of semiotics and discourse studies allow a broader understanding of the ZPD by bringing to light participant structures and institutional and historical forces that may not have been included in the dominant interpretations of the ZPD.  相似文献   

What Motivates Parents to Mediate Children’s Use of Smartphones? An Application of the Theory of Planned Behavior     

Wonsun Shin  Hye Kyung Kim 《广播与电子媒介杂志》2019,63(1):144-159

Applying the Theory of Planned Behavior (TPB), this study examines parents’ attitudes, social norms, self-efficacy, and intentions regarding parental mediation of children’s smartphone use. A survey conducted with parents of young smartphone users aged 10–17 shows that parents tend to perceive discussion-based active mediation to be more desirable, as compared to rule-making restrictive mediation. Findings also indicate that the extent to which parents believe that they have control over their parental mediation practices plays an important role in forming positive intentions to practice parental mediation, regardless of the mediation domain.  相似文献   

SNS use by the Korean government: a case of Me2Day     

Chung Joo Chung  Seong Eun Cho 《亚洲交流杂志》2014,24(1):25-41

This study examines the debates and discussions surrounding the Korean government's Me2Day, the largest social networking and microblogging site in the country used by 26 government bureaus, including the Blue House. Me2Day users post messages composed of up to 150 characters and establish links with other users through multimedia-based information and knowledge obtained from their browsers, desktop computers, e-mail messages, and mobile phones. This study provides a better understanding of the characteristics and structures of cyberspace communication between the Korean government and citizens. The results indicate that although each bureau had different goals in terms of using Me2Day, users were more likely to use the service if their bureau actively posted messages or responded to user comments. Users tended to have critical attitudes toward the Korean government when they were allowed to freely post messages and share information.  相似文献   

Education, Training and Employment Dynamics. Transitional Labour Markets in the European Union: Edited by Klaus Schömann and Philip J. O’Connell. Cheltenham, UK: Edward Elgar. 2002. pp. xi+388. Price $125.00 (cloth).     

Maarten van Ham   《Economics of Education Review》2003,22(6):646

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Audited key performance indicators: The western Australian university experience     

Dennis C. Ham  Alan C. Marshall 《Tertiary Education and Management》2013,19(4):255-262

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Influential factors for knowledge creation practices of CTE teachers: mutual impact of perceived school support, transformational leadership, and work engagement     

Ji Hoon Song  Sang Hoon Bae  Sunyoung Park  Hye Kyoung Kim 《Asia Pacific Education Review》2013,14(4):467-482

This study examined the structural relationships among perceived school support, transformational leadership, teachers’ work engagement, and teachers’ knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers’ work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers’ work engagement. The results suggest that in order to increase teachers’ knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers’ work engagement and transformational behaviors of the principal.  相似文献