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This study examined the effects of shadow education on high school students’ creative thinking and academic achievement in mathematics. Data from the Seoul Education Longitudinal Study were used for the analyses, including descriptive statistics, path analyses, and multiple group analyses. The results reveal that shadow education negatively influenced students’ creative thinking in the long term, but positively affected academic achievement in mathematics in the short term. Furthermore, students who increased their hours of participation in the following year were more likely to present stronger effects of shadow education on creative thinking and weaker effects of shadow education on academic achievement. In considering the findings, mathematics educators, parents, and policymakers should not neglect shadow education when developing educational plans.
Sunyoung Han; Heejoo Suh. The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: the case of the Republic of Korea. Educational Studies 2020, 1 -20.
AMA StyleSunyoung Han, Heejoo Suh. The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: the case of the Republic of Korea. Educational Studies. 2020; ():1-20.
Chicago/Turabian StyleSunyoung Han; Heejoo Suh. 2020. "The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: the case of the Republic of Korea." Educational Studies , no. : 1-20.
In this rapidly changing world, universities have an increased responsibility to prepare professionals for a sustainable future, and teacher education is not an exception to this. In this study, we observed a group of preservice teachers engaging in a statistical investigation project. Specifically, we examined their degree of statistical knowledge; how effective the project was in enhancing their statistical knowledge and thinking; and how they participated in the project to make and share data-driven decisions. To this end, both qualitative and quantitative investigations were used. With the help of pre- and posttests, we found that the degree of knowledge differed between self-perceived and measured knowledge. Moreover, the results demonstrated the project’s effectiveness in enhancing the participating teachers’ statistical knowledge and thinking, specifically estimating the population mean and its interpretation. In making and sharing their decisions, the participating teachers applied multiple key competencies, crucial for promoting sustainability. Thus, the statistical investigation project was effective for enhancing preservice teachers’ statistical knowledge, thinking skills, and ability to promote sustainability.
Heejoo Suh; Sohyung Kim; Seonyoung Hwang; Sunyoung Han. Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course. Sustainability 2020, 12, 9051 .
AMA StyleHeejoo Suh, Sohyung Kim, Seonyoung Hwang, Sunyoung Han. Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course. Sustainability. 2020; 12 (21):9051.
Chicago/Turabian StyleHeejoo Suh; Sohyung Kim; Seonyoung Hwang; Sunyoung Han. 2020. "Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course." Sustainability 12, no. 21: 9051.
Heejoo Suh. Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do. The Educational Forum 2020, 84, 200 -209.
AMA StyleHeejoo Suh. Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do. The Educational Forum. 2020; 84 (3):200-209.
Chicago/Turabian StyleHeejoo Suh. 2020. "Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do." The Educational Forum 84, no. 3: 200-209.
Researchers have been drawing attention to the power of collegial interaction for teacher professional development for some time. Yet collegial interaction should not be taken as a perfect solution absent of any drawbacks. In this study, the author examines teachers’ collective construction of students to examine whether counter-productive patterns were being developed. To this end, the author analyses transcripts from whole group discussions of a teacher study group in which secondary mathematics teachers in the US participated. Teachers more often positioned students as more incapable than capable of doing mathematics or of communicating mathematical ideas. In addition, they tended to reinforce such deficit-based positionings more often than ability-based positionings. In this study the author suggests that deficit-based positionings tend to restrict teachers from exploring possible teacher moves. This study provides an example of a counter-productive interaction pattern which teacher educators could use to prepare themselves for facilitating productive teachers’ collegial interactions.
Heejoo Suh. Teachers’ collective construction of students: an investigation of student positionings reinforced in a teacher study group. Cambridge Journal of Education 2019, 50, 325 -343.
AMA StyleHeejoo Suh. Teachers’ collective construction of students: an investigation of student positionings reinforced in a teacher study group. Cambridge Journal of Education. 2019; 50 (3):325-343.
Chicago/Turabian StyleHeejoo Suh. 2019. "Teachers’ collective construction of students: an investigation of student positionings reinforced in a teacher study group." Cambridge Journal of Education 50, no. 3: 325-343.
The purpose of this study was to explore how a science, technology, engineering, and mathematics (STEM) project with mathematical modeling influenced student competencies regarding sustainability in a university classroom. We used mixed methods with a convergent parallel design. Forty-two students participated in a STEM project during six consecutive sessions of an algebra class. Before and after the STEM project, the students completed surveys about their perceptions of the mathematical modeling approach. Semi-structured interviews and daily reflection sheets from 10 volunteers were used in qualitative analyses. According to the results of the quantitative analysis, after the completion of the STEM project students perceived that mathematical modeling is a useful tool for recognizing problem situations in the present, for predicting future societal changes, and identifying possible solutions to balance the needs of present and future generations. Our qualitative examination revealed that students’ modeling processes did not necessarily follow processes suggested by prior studies. In fact, students perceived more opportunities to practice modeling processes than we predicted. In addition, students indicated that their increased awareness of STEM projects provided opportunities to practice an interdisciplinary approach and to consider current and future real-world situations. We discuss the implications of our results for teaching sustainability using STEM projects and offer suggestions for future research.
Heejoo Suh; Sunyoung Han. Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling. Sustainability 2019, 11, 3080 .
AMA StyleHeejoo Suh, Sunyoung Han. Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling. Sustainability. 2019; 11 (11):3080.
Chicago/Turabian StyleHeejoo Suh; Sunyoung Han. 2019. "Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling." Sustainability 11, no. 11: 3080.