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Dr. Jung Eun Hong
Unversity of West Georgia

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Research Keywords & Expertise

0 Citizenship Education
0 GIS
0 International Students
0 Geography Education
0 Female students

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Short Biography

Jung Eun Hong, PhD, is an associate professor in the Department of Mathematics, Sciences, and Technology at University of West Georgia. Her research interests include GIS education, geography education, critical/global/spatial citizenship education, and qualitative methods.

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Journal article
Published: 02 March 2021 in Education Sciences
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This study is concerned with the central issues of community service engagement (CSE) in 21st century democratic societies around the world. To examine the factors influencing postsecondary education attainment’s relationship to CSE, this study utilized data from the Organization for Economic Co-operation and Development (OECD) countries using ordinary least square (OLS) and two-level hierarchical linear modeling (HLM) methods, including various factors for each country’s individual and country levels. The results show that attainment in postsecondary education at the individual level and investment and enrollments in tertiary education both have an influence on increasing CSE in 18 OECD countries. The present study is expected to contribute to an understanding of the relationship between postsecondary education and CSE across the world.

ACS Style

Hee Gong; Jung Hong. Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries. Education Sciences 2021, 11, 96 .

AMA Style

Hee Gong, Jung Hong. Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries. Education Sciences. 2021; 11 (3):96.

Chicago/Turabian Style

Hee Gong; Jung Hong. 2021. "Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries." Education Sciences 11, no. 3: 96.

Review
Published: 06 January 2019 in The Qualitative Report
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Getting College Ready: [email protected] Student Experiences of Race, Access, and Belonging at Predominantly White Universities by Julie Minikel-Lacocque describes the pre-college and college experiences of six [email protected] college students (four female and two male) at a specifically predominantly White flagship higher education institution in the Midwest United States. By delivering those six [email protected] students’ voices through the author’s interpretation based on the lens of Critical Race Theory, she presented their challenges applying to college, maintaining enrollment, and being successful at the college as underrepresented minority students, most of whom were first-generation college students. The author also discussed effective ways to help those students become successful college students.

ACS Style

Jung Eun Hong. Are We Ready?: A Review of Getting College Ready: [email protected] Student Experiences of Race, Access, and Belonging at Predominantly White Universities. The Qualitative Report 2019, 24, 55 -57.

AMA Style

Jung Eun Hong. Are We Ready?: A Review of Getting College Ready: [email protected] Student Experiences of Race, Access, and Belonging at Predominantly White Universities. The Qualitative Report. 2019; 24 ():55-57.

Chicago/Turabian Style

Jung Eun Hong. 2019. "Are We Ready?: A Review of Getting College Ready: [email protected] Student Experiences of Race, Access, and Belonging at Predominantly White Universities." The Qualitative Report 24, no. : 55-57.

Journal article
Published: 20 July 2016 in Technology, Pedagogy and Education
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Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K–12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers’ background and experience. To solve this limitation, many organisations have provided GIS-related teacher training using various GIS learning materials. However, most materials have been developed without much consideration for the ‘users’ of these materials. This article introduces a user-centred design (UCD) approach to design and develop GIS learning materials in collaboration with a group of teachers to assist teachers in learning about and implementing GIS effectively in their classrooms. To illustrate this approach, the author presents a case study that involves developing GIS learning materials for middle school social studies teachers in Colorado, USA. As a result, the majority of teachers reported that UCD-based materials were easy to learn and follow.

ACS Style

Jung Eun Hong. Designing GIS learning materials for K–12 teachers. Technology, Pedagogy and Education 2016, 26, 1 -23.

AMA Style

Jung Eun Hong. Designing GIS learning materials for K–12 teachers. Technology, Pedagogy and Education. 2016; 26 (3):1-23.

Chicago/Turabian Style

Jung Eun Hong. 2016. "Designing GIS learning materials for K–12 teachers." Technology, Pedagogy and Education 26, no. 3: 1-23.

Journal article
Published: 01 March 2016 in Geography
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Since the early 1970s, feminist geographers have negotiated issues of power relations and social structure based on gender differences using various qualitative research methods. With the advent of geographic information system (GIS) technologies in the field of geography, some feminist geographers and GIS researchers who are interested in feminist theory and perspectives have begun to implement and incorporate GIS technologies in their research. They have presented, analysed and visualised inequality issues of various social categories including gender, race, sexual orientation, ethnicity, socio-economic background and physical disability. This article illustrates critically how feminist research methodology, combined with GIS technologies, has influenced the development of GIS research.

ACS Style

Jung Eun Hong. The influence of feminist theory and perspectives on GIS research. Geography 2016, 101, 42 -46.

AMA Style

Jung Eun Hong. The influence of feminist theory and perspectives on GIS research. Geography. 2016; 101 (1):42-46.

Chicago/Turabian Style

Jung Eun Hong. 2016. "The influence of feminist theory and perspectives on GIS research." Geography 101, no. 1: 42-46.

Book chapter
Published: 01 January 2015 in COVID-19 Pandemic Trajectory in the Developing World
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Since the early 1990s, geospatial technologies (GSTs) have been reported as effective and useful instructional tools in K–12 education to improve students’ learning and enhance their critical thinking, spatial thinking, and problem solving skills. However, the number of teachers who are implementing those technologies in their classrooms is still pretty low. Among various identified barriers, the major ones are teachers’ lack of background and lack of time to learn, practice, and develop lesson plans using GSTs. In order to solve these barriers, many researchers and professionals in different countries have been providing various kinds of training for in-service teachers. In this chapter, six models of in-service teacher training of GSTs—project-based learning, community partnership, iterative training, minimal Geographic Information System, snowball dispersion, and online training—are introduced and reviewed with exemplary case studies conducted in several countries. The future direction of the effective and useful in-service teacher training is also discussed.

ACS Style

Jung Eun Hong. Teaching GIS and Other Geospatial Technologies to In-Service Teachers. COVID-19 Pandemic Trajectory in the Developing World 2015, 117 -126.

AMA Style

Jung Eun Hong. Teaching GIS and Other Geospatial Technologies to In-Service Teachers. COVID-19 Pandemic Trajectory in the Developing World. 2015; ():117-126.

Chicago/Turabian Style

Jung Eun Hong. 2015. "Teaching GIS and Other Geospatial Technologies to In-Service Teachers." COVID-19 Pandemic Trajectory in the Developing World , no. : 117-126.