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71.
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners,
who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was
uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological
awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only
morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands
for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. 相似文献
72.
Science & Education - The social reaction to the recent detection of the Higgs boson and gravitational waves provided evidence that public interest in modern physics has reached a high point.... 相似文献
73.
Sang‐Joon Nam 《Environmental Education Research》1995,1(1):109-122
In the past, environmental education in Korea was not effective, in part at least, because it was not dealt with as an independent subject. However, in the Sixth Curriculum for schools in Korea, which will take effect from 1995, ‘Environment’ subject is included as an optional course for junior high school students. This paper gives details of the curriculum of ‘Environment’ subject and describes the development of the course textbook which focuses on values and attitude change. The paper also discusses Ministry of Education plans for teacher education and training courses for teachers of the new subject. Despite the current lack of qualified teachers for the subject and the fact that it is not mandatory, the introduction of the ‘Environment’ subject in the national curriculum is seen to be of great significance. With rapidly increasing national concern about environmental issues, and with an increasing number of schools teaching ‘Environment’ subject, it is expected that environmental education in Korea will move more efficiently and profoundly towards realizing its ultimate purpose. 相似文献
74.
Emily C. Bouck Jiyoon Park Kennedy Levy Katie Cwiakala Abbey Whorley 《Exceptionality》2020,28(1):45-59
ABSTRACTIn theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction—on students’ acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students’ accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative. 相似文献
75.
Juyoung Song Joseph Sung-Yul Park 《Changing English: An International Journal of English Teaching》2019,26(3):252-262
ABSTRACTUsing the notion of structure of feeling by Raymond Williams, this article seeks to illuminate an ideological understanding of Korean English teachers’ anxiety and deep sense of insecurity in English language teaching (ELT). Through a discussion of how their anxiety is grounded deeply within unequal social relations and how they reframe their anxiety through critical reflection on the cultural and ideological bias of their own anxiety, it points out the intricate relationship between ideology and emotion; teachers’ emotions are shaped by dominant ideologies that constitute the social structures constraining their position as teachers, while their engagement with those emotions also enables their self-transformation towards gaining confidence as teachers. The results of the study emphasise the tension between social structure and agency in teachers’ emotional experiences and discuss implications for teacher education and development. 相似文献
76.
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. 相似文献
77.
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
78.
Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project. 相似文献
79.
Innwoo Park Michael J. Hannafin 《Educational technology research and development : ETR & D》1993,41(3):63-85
While interest in interactive multimedia continues to grow, thus far its activities have been driven more by technological
capacity than research and theory. Typically, guidelines for interactive multimedia design are based not upon empirical evidence,
but on the intuitive beliefs of designers. In this article, relevant research and theory are organized within an overarching
framework, and their principles and implications for the design of interactive multimedia are derived. 相似文献
80.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献