Scholarly communication and open access: Perspectives from Korea

This article reports on scholarly communication and open access (OA) in Korea. Drawing on a range of databases, articles, and reference sources, it provides unique insights. In contrast to the UK/US model of scholarly communication, in Korea, most scholarly journals are published by discipline‐based scholarly societies and research institutes affiliated to universities. Payment for publication is the norm, and typically features article processing charges and scholarly society membership fees for both OA and toll access (TA) journals. Online access to journals in Korea is provided by commercial vendors who enter into contracts with the scholarly societies for exclusive use. Three online access models apply – TA, gold OA, and dual access – with the use of these models varying between disciplines. In parallel with this access provided by commercial vendors, there are a number of government‐funded open access repositories (OARs) to which university researchers are requested to deposit their research outputs, as well as OARs run by universities and other research institutes.     

Narrative inquiry into (re)imagining alternative schools: a case study of Kevin Gonzales

Although there are many alternative schools that strive for the successful education of their students, negative images of alternative schools persist. While some alternative schools are viewed as ‘idealistic havens’, many are viewed as ‘dumping grounds’ or ‘juvenile detention centers’. Employing narrative inquiry, this article interrogates how a student, Kevin Gonzales, experiences his alternative education and raises questions about the role of alternative schools. Kevin Gonzales’s story is presented in a literary form of biographical journal to provide a ‘metaphoric loft’ that helps us imagine other students like Kevin. This, in turn, provokes us to examine our current educational practice and (re)imagines ways in which alternative education can provide the best possible educational experiences for disenfranchised students who are increasingly underserved by the public education system.     

Communication practices in Korea

The communication practices of Koreans are explored which are divergent from those employed elsewhere in the world. Distinction in social behavior impinging on communication include Confucianistic ethics, filial piety, age, gender, and hierarchical structure. Verbal and nonverbal differences relate to maintaining harmony in interpersonal relationships. The essay concludes with analyses from six research reports comparing Korean communication styles to those in other cultures.     

The Glasnevin experiment 1847–1877: A case‐study of official and religious involvement in an industrial model school

The government of Ireland, like many European countries, is currently under severe pressure from external forces to grow the economy. One possible way to maintain and grow its economy is through the production of a highly educated and globally competitive workforce. In an effort to develop such a workforce, the government, through the Department of Education, is considering ways to increase accountability in its schools. This paper examines value-added accountability systems used in the USA and raises critical questions about their perceived value for Irish schools.     

Relationships among attitudes and subjective norms: Testing the theory of reasoned action across cultures

This study investigates the relationship between attitudes toward a behavior and subjective norms in the Theory of Reasoned Action (TRA). Unique to this research, attitudes toward a behavior are divided into social and personal attitudes in order to test an explanation for the moderate to high correlation between attitudes and subjective norms reported in previous research. As expected, only social attitudes toward a behavior are significantly related to subjective norms. The finding indicates that the overlap between attitudes and subjective norms in TRA research occurs when the attitudes studied are social in nature. Additionally, members of a collectivistic culture tend to score higher on subjective norms and social attitudes, but the high score on subjective norms and social attitudes does not necessarily contribute to predicting behavioral intention. It is suggested that cross‐cultural differences on the absolute strengths of attitudes and subjective norms may not translate to the differences in the relative weights of the two components in predicting behavioral intention.     

A comparison of US and Korean students' mathematics skills using a cognitive diagnostic testing method: linkage to instruction

The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed.     

The theory of reasoned action and self‐construal in predicting intention of studying among Korean college students

The study tested the Theory of Reasoned Action in Korea. Questionnaires measuring behavioral intention to study for final exams were distributed to 144 Korean college students. The findings indicated that attitude toward behavior and subjective norm predicted behavioral intention. When attitude toward behavior was divided into social and personal attitudes toward behavior based on the types of outcomes that behavior brings about, it was only social attitude toward behavior had a significant weight in predicting behavioral intention among the Korean students. Positive correlations were observed between the strength of interdependent self‐construal and the normative component and between the strength of independent self‐construal and the attitudinal component. Self‐construals, however, did not influence the relative weights of the two components in predicting behavioral intention.     

Connections at Work: How Friendship Networks Relate to Job Satisfaction

Previous research in the association between network centrality and job satisfaction has not established a consistent relationship between the two. Considering a specific type of network and multiple measures of centrality may clarify this relationship. Thus, the current study examined the association between various types of centrality in workplace friendship networks and job satisfaction in a Korean construction company. Friendship network centrality measured as closeness was positively related to job satisfaction. However, friendship centrality measured as betweenness and degree was not related to job satisfaction. The results suggest that distinguishing among measures of centrality and network type is vital for future research.     

Searching for the golden model of education: cross-national analysis of math achievement

We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.