Experimental intervention research on students with specific poor comprehension: a systematic review of treatment outcomes

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.     

Expectations of and Attitudes toward Counseling: A Comparison of Asian International and U.S. Graduate Students

This study examined Asian international graduate students’ expectations of and attitudes toward counseling by using U.S. graduate students as a comparative reference group. Survey data from 189 Asian international and 186 U.S. students were subject to analyses. Results indicated that Asian international students, in comparison with U.S. students, indicated less exposure to counseling, less self-perceived need for counseling, greater discomfort/shame with counseling, less openness to counseling, a greater preference for a directive style, and a greater preference for a flexible counseling format. Language and cultural concerns were barriers to seeking counseling. Implications for culturally responsive services were discussed.     

Interactions in EFL argumentative writing: effects of topic,L1 background,and L2 proficiency on interactional metadiscourse

Reading and Writing - This study examined how students of English as a foreign language (EFL) with different first language (L1) backgrounds use interactional metadiscourse markers in argumentative...     

Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002     

What Do Learning Scientists Do? A Survey of the ISLS Membership

This study responds to a question that people working in the field of learning sciences get asked regularly: What do learning scientists do? Earlier attempts to answer this question came from a need to define a new field of educational research. Now that the International Society of the Learning Sciences (ISLS) has grown into a robust and productive society, it is time to gain a more nuanced understanding of learning sciences research and practices—including where it takes place, for whom, and in what form—as defined by members of the learning sciences community. Here we report on the responses of 253 ISLS members to a survey conducted in 2014. We discuss implications of the findings in terms of the type of impact learning scientists have. We also discuss how these results might be used to advise prospective students and to create a vision for our future.     

Hauntings of a Korean American woman researcher in the field

In this autoethnography, I inquire into naming the histories and dynamics behind some of the embodied and affective experiences I have had as a Korean American woman of color while studying up/down, across/within, in White-dominant professional spaces such as K-12 schools. This ‘in-between’ status is part of the nature of being Korean American. In this inquiry, I draw on vignettes from my experiences in the field as an ethnographic researcher. These experiences form the heart of the paper in the form of epigraphs and narratives from experiences in multiple studies to capture the reverberations of fleeting moments – hauntings – that have accumulated over time. In doing so, I am joining existing conversations about Korean American women and about researcher reflexivity and positionality, bringing them together across time and space.     

How research data is cited in scholarly literature: A case study of HINTS

This study investigated how Health Information National Trends Survey (HINTS) data from the U.S. National Cancer Institute (NCI) was cited in the scholarly literature. It addressed the following research questions: (1) What patterns of citations exist among authors of research articles using HINTS data? and (2) How is the citation format of HINTS data characterized? We collected scholarly articles that used HINTS data as primary or secondary data for analysis from Web of Science databases and HINTS publications on the NCI website. Among the resulting 250 articles, we identified citations to HINTS data themselves (data citations) and those to HINTS‐related documents (data‐related citations). Among the 250 articles, 156 articles (62.4%) cited HINTS data or HINTS‐related documents; only 29 articles (11.6%) cited HINTS data, while 127 (50.8%) cited HINTS‐related documents. Both data and data‐related citations increased over time. Data citation format varied, and 13 different compositions of citation elements were identified. Author, Title, and Location (URL) were common elements. The frequent use of URLs is undesirable due to URL instability. Furthermore, the data citations showed not only various compositions of citation elements but also ill‐defined element formats. Standardized citation formats are therefore needed.     

Evaluation of Korean information infrastructure policy 2000–2010: Focusing on broadband ecosystem change

South Korea has been very active in broadband development for the last decade, which has made major strides in its development. This study evaluates the evolution of Korea's broadband development from the year 2000 to the present day. Historic and archival data related to Korean broadband projects are reviewed in this paper, drawing on broadband ecosystem as a framework for assessment. The purpose of this study is to provide insight into challenges and create a prospectus by offering a socio-technical analysis of broadband development. This will involve the in-depth investigation of the social dynamics, political discourse, and technological choices inherent in the design and development of the next generation of networks. Despite active investment and proactive drive, uncertainty still remains surrounding the evolution of broadband and what impact it may have on the new broadband milieu in Korea. This study will offer an effective adoption/diffusion strategy as well as a viable information policy model for more advanced infrastructure in other countries.     

韩国瑞吉欧方案教学发展简述

自1994年韩国首次应用瑞吉欧方案教学以来,瑞吉欧方案教学已经在韩国发展了十几年,在儿童发展、教师专业成长、家园合作等方面促进了韩国学前教育的发展。但在本土化的过程中,韩国瑞吉欧方案教学面临着新的挑战,需要韩国社会的进一步支持。中、韩两国分享瑞吉欧课程发展经验,有利于两国学前教育的发展。