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AbstractThe passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL. 相似文献
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Myae Han Carol Vukelich Martha Buell Sohyun Meacham 《Early education and development》2014,25(6):841-858
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families. 相似文献
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This study examined the association between social network support and relationship quality of romantic partners among American and Korean college students. As predicted, findings indicated that Americans involve their family and friends more in their romantic relationships and, accordingly, get more support from them for their relationships than Koreans do. However, the results did not support the hypothesis that Koreans would perceive social network support as more important for their romantic relationships. Instead, network importance negatively mediated the effects of social network on relationship quality only for Americans. The positive associations between network support and relationship quality were not differential between the two samples. Implications for culture and close relationships are discussed. 相似文献
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Yanghee Anna Kim Sohyun An Hyun Chu Leah Kim Jihye Kim 《The Journal of educational research》2018,111(2):127-138
The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities. 相似文献
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Zhang Ling Jackson Haidee A. Yang Sohyun Basham James D. Williams Cassandra H. Carter Richard Allen 《Learning Environments Research》2022,25(2):379-397
Learning Environments Research - Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all... 相似文献
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