Optimization behaviors of a teacher focusing on curriculum-instruction-evaluation integration: A case study of constructive inconsistency in a Korean language class

2021 ◽  
Vol 39 (4) ◽  
pp. 61-90
Author(s):  
Sang-Hee Ryu ◽  
Hye-seung Chung ◽  
Byeong-gon Min
Keyword(s):  
Korean Language ◽  
Language Class ◽  
Curriculum Instruction

A topic modeling analysis of Korea’s T&I research trends in the 2010s

Babel ◽  
2021 ◽  
Author(s):  
Changsoo Lee
Keyword(s):  
Topic Modeling ◽  
Research Output ◽  
Research Trends ◽  
Korean Language ◽  
Modeling Analysis ◽  
Trends Over Time ◽  
New Research ◽  
Topic Structure ◽  
Manual Classification

Abstract The present study aims to demonstrate the relevance of topic modeling as a new research tool for analyzing research trends in the T&I field. Until now, most efforts to this end have relied on manual classification based on pre-established typologies. This method is time- and labor-consuming, prone to subjective biases, and limited in describing a vast amount of research output. As a key component of text mining, topic modeling offers an efficient way of summarizing topic structure and trends over time in a collection of documents while being able to describe the entire system without having to rely on sampling. As a case study, the present paper applies the technique to analyzing a collection of abstracts from four Korean Language T&I journals for the 2010s decade (from 2010 to 2019). The analysis proves the technique to be highly successful in uncovering hidden topical structure and trends in the abstract corpus. The results are discussed along with implications of the technique for the T&I field.

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

2013 ◽  
Vol 115 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jennifer J. Holme
Keyword(s):  
High School ◽  
High Schools ◽  
At Risk Students ◽  
Negative Consequences ◽  
Exit Examination ◽  
Teachers College ◽  
High School Exit ◽  
Curriculum Instruction ◽  
Study Sites

Background Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose This study examined how five low-performing high-poverty high schools responded to the pressures of Texas’ exit testing policy. The goal of this study was to understand how schools responded to the pressures of Texas’ exit testing system (in terms of curriculum, instruction, and supports for low-achieving students) and how educators reconciled those pressures with other accountability pressures that they faced. Research Design This study employed qualitative case study design. Five low-performing high schools were sampled within the state of Texas, each of which served large concentrations of at-risk students. A total of 105 interviews were conducted across the five case study sites over the course of 2 years (2008–2009). Conclusions This study found that the Texas exit testing policy created a misalignment between educator and student-level accountability, which had particularly negative consequences for struggling students. The findings of this study suggest a need for policy makers to reconsider the assumptions on which exit tests are based and to more closely consider the goal of exit testing systems in the context of, and in relation to, the larger systems of accountability in which they are embedded. Acknowledgments The research reported herein was supported by a grant from the Spencer Foundation. The author would like to thank the editors of Teachers College Record, as well as the anonymous reviewers, for their helpful feedback on the manuscript. The author would also like to thank Meredith Richards and Rebecca Cohen for their assistance with data collection for the project.

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