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Seoul, South Korea

Chongshin University is a major Christian university in Seoul, South Korea. It has deep historical ties to conservative Presbyterianism and belongs to the Presbyterian Church in Korea . The current president is Jung Il-Woong . Wikipedia.


Heo K.H.,Chongshin University | Cheatham G.A.,University of Kansas | Hemmeter M.L.,Vanderbilt University | Noh J.,Kongju National University
Journal of Early Intervention | Year: 2014

In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators’ perspectives and strategies to address young children’s social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean early childhood educators recognize the importance of social-emotional teaching strategies but report low levels of implementation of specific social-emotional strategies. The study also examined the effect of the categorical predictors such as special education teaching experience, children’s classroom age level, and duration of early childhood teaching experience on participants’ implementation levels. Korean early childhood teachers’ importance perceptions, regardless of their categorical variables, were the most influential predictor of implementation. Results are discussed and implications are delineated. © 2014 SAGE Publications. Source


Steed E.A.,University of Colorado at Denver | Noh J.,Kongju National University | Heo K.H.,Chongshin University
Infants and Young Children | Year: 2014

This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachersÊ approaches to managing young childrenÊs challenging behavior are influenced by cultural and contextual factors unique to each country. Differences in implementation status were measured using the Preschool-wide Evaluation Tool (PreSET) in early childhood classrooms in both countries. Preschool teachers in the United States used significantly more features of universal tier and program-wide PBIS related to defining and teaching behavioral expectations, responding to appropriate and challenging behavior, providing an organized and predictable environment, and having a leadership team and program support. South Korean teachers collaborated with families significantly more than teachers in the United States. Factors related to cultural variance in PBIS implementation are discussed. © 2014 Lippincott Williams & Wilkins. Source


Heo K.H.,Chongshin University | Squires J.,University of Oregon
Early Human Development | Year: 2012

A major barrier to the identification and treatment of social and emotional problems in young children is the lack of psychometrically sound, low-cost, culturally and linguistically appropriate assessments, especially for the preschool population. While some screening instruments have been developed in the United States, very little or no interest in this area has materialized in Korea. One possible solution is an adaptation of an existing tool from the U.S. for use with Korean families. The present study investigated a Korean translation of the Ages and Stages Questionnaires: Social Emotional (ASQ:SE) by examining the appropriateness of the translation as well as its reliability and validity when studied with a large sample of Korean young children and their parents. Overall, findings were positive. Internal consistency for the Korean-translated ASQ:SE was strong, with an overall alpha of .68, ranging from .56 to .77. Test-retest reliability was .84 between ASQ:SE questionnaires completed by parents at successive time periods. Overall agreement of two questionnaire classifications (i.e., at risk, OK) completed by parents within one to four weeks was 94. Validity results, which were used to establish cutoff points and measure convergent validity, were also adequate. Further research on validity and reliability of the Korean ASQ:SE with a larger, more diverse sample is needed. © 2011 Elsevier Ireland Ltd. Source


Purpose - This paper aims to assess the usability of electronic books (e-books) and paper books (p-books) with objective measures, including user comprehension, eye fatigue, and perception. Design/methodology/approach - A total of 56 sixth-year public school students participated in this study. This paper was conducted in the following order: pre-CFF measurement, p-/e-book reading, post-CFF measurement, quiz, and questionnaire. A standard CFF device, a computer with a monitor for reading e-books, p-books, desks, and chairs were provided. Findings - This paper found that there is a significant "book effect" on quiz scores; compared to e-books, p-books appear to enable better reading comprehension. Regarding eye fatigue, students had significantly greater eye fatigue after reading e-books than after reading p-books. Students were satisfied with the e-book, but they preferred p-books. Research limitations/implications - Students would show satisfaction with e-books and acknowledge their usefulness, but still prefer p-books. However, a clearer understanding of this paradox in perception is needed. Further studies should try to explore the students' perceptions of e-books. Practical implications - Surprisingly, though, Korean students studied herein, who have had a higher level of exposure to technology than those in other countries, did not show positive behavioral intentions toward e-books. Overall, the responses from the Korean students suggest that there was general satisfaction with reading e-books on screen. However, this study also found a discordance in the students' perceptions of e-books. In this study, most students grew tired of reading on the screen; this tiredness could have an adverse effect on both reading comprehension and the perception of e-books. In further analyzing user responses, many of the critical remarks were found to refer to the screen/text size or clarity rather than to the e-book itself. Originality/value - Although this study suggests that students in general are not yet ready to entirely give up p-books, e-books are becoming increasingly common. However, great challenges remain in terms of making e-book content more available and in enabling improved comprehension and reducing eye fatigue. Copyright © 2012 Emerald Group Publishing Limited. All rights reserved. Source


Jeong H.,Chongshin University
Behaviour and Information Technology | Year: 2014

The use of computer-based tests (CBTs) has spread rapidly in recent years, as such tests offer real-time scoring and immediate feedback, facilitate the use of individualised testing methods, improve test administration and reduce test expenses. Thus, most previous studies have tended to focus on the technical advantages of CBTs and on implementation issues. However, objections to the use of CBTs have begun to surface, and the primary concern is whether the scores of CBTs and those of paper-based tests (PBTs) are equivalent. The aim of this article is to compare the scores of Korean students on computer-based and paper-based versions of the same test. We focus on the differences between the scores of male and female participants and between scores on tests examining different subject matter. Surprisingly, even though the Korean students who participated in this study had more exposure to advanced information technologies such as computers, the Internet and multimedia than did students in other countries, they did not achieve higher CBT scores than PBT scores. This finding shows that familiarity with information technology and adaptation to CBTs are distinct. We also identified a fundamental reason for low CBT scores. © 2012 Taylor & Francis. Source

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