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Title: "To Benefit the World by Whatever Means Possible": Adolescents' Constructions of Global Citizenship.
Creator: Myers, John
Abstract/Description: This article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with...
Show moreThis article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with national citizenship, was predominantly a moral commitment framed in universal language. A second finding was that the students understood global citizenship as a heterogeneous and complex affiliation shaped by a range of sources. The implication is that citizenship education emphasizing a narrow notion of patriotism may encourage students to disengage from civic life because it does not represent their lived experiences and identities. Insights for making citizenship education practices more inclusive are discussed., In this study, information about national identity and global citizenship were collected from 77 students enrolled in an international studies program through discussion boards, essays, and interviews. Results regarding global citizenship showed that participants’ language was often framed in moral and universal terms, and that students saw global citizenship as complex and drew from diverse sources to understand what it meant. The article also discussed how citizenship education needs to be broader and more inclusive than the traditional focus on patriotism.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0007, 10.1080/01411920902989219
Format: Citation

Title: Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science.
Creator: Southerland, Sherry A., Scharmann, Lawrence Conrad
Abstract/Description: Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for...
Show moreScientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that we limit classroom discussions to science alone. This "science only" approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0013, 10.1080/07351690.2013.743778
Format: Citation

Title: Authentic Assessment: Establishing a Clear Foundation for Instructional Practices.
Creator: Dennis, Lindsay, Rueter, Jessica A., Simpson, Cynthia G.
Abstract/Description: As children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school...
Show moreAs children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school services with specific emphasis placed on authentic assessment, and the potential benefits of this type of assessment as compared with traditional standardized assessment practices.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0019, 10.1080/1045988X.2012.681715
Format: Citation

Title: Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom.
Creator: Myers, John P., McBride, Chantee, Anderson, Michelle
Abstract/Description: The research presented in this article investigates the role of classroom discussions for supporting students’ ongoing identity work during the study of global issues. Civic identity is theorized as a socially constructed process in which individuals become associated as a particular type of citizen created through social interactions in a given context. The findings revealed that classroom discussion focused on supporting identity work facilitated students to critique civic discourses and to...
Show moreThe research presented in this article investigates the role of classroom discussions for supporting students’ ongoing identity work during the study of global issues. Civic identity is theorized as a socially constructed process in which individuals become associated as a particular type of citizen created through social interactions in a given context. The findings revealed that classroom discussion focused on supporting identity work facilitated students to critique civic discourses and to negotiate global civic identities within the classroom relations of power that privilege certain positions. The findings suggest conceptualizing civic identity as a fundamentally unresolved process of navigating multiple ways of being a citizen that are ongoing and contingent. However, the students did not discard their national identities in favor of global ones. Instead, they made sense of diverse responsibilities by considering the moral implications of remaining loyal to the nation. Thus, rather than imposing citizenship as a fixed, singular narrative, we suggest that educators support the exploration of diverse moral and political ways of being citizens in the world. Although there are promising results for civic identity work, the findings were less sanguine for a commitment to civic engagement., This study investigated the role of classroom discussion on global issues in supporting the construction of civic identities among U. S. students. Results showed that classroom discussions allowed students to remain critical of power relations while exploring issues of global identity and civics. The article suggested that, even though students did not abandon their national identities, the construction of civic identities is fundamentally indefinite and complex. Although these results were promising for civic identity work, they were less promising for a commitment to civic engagement. Implications for the future of citizenship education were also discussed.
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Date Issued: 2015-07-01
Identifier: FSU_libsubv1_scholarship_submission_1459260842, 10.1080/03626784.2015.1011045
Format: Citation

Title: Bibliography: A Review of Theory and Research in Global Citizenship Education.
Creator: Myers, John P. (John Patrick), DiCicco, Marzia Cozzolino
Abstract/Description: This bibliography includes scholarship that fall within the area of global citizenship education. Works selected are explicitly situated within this field or use global citizenship education as a conceptual framework or learning goal. The bibliography is organized into five main categories: (1) curricular principles and definitions, (2) theoretical perspectives, (3) empirical research, (4) teaching practices, and (5) policy statements. These categories are not considered to be definitive or...
Show moreThis bibliography includes scholarship that fall within the area of global citizenship education. Works selected are explicitly situated within this field or use global citizenship education as a conceptual framework or learning goal. The bibliography is organized into five main categories: (1) curricular principles and definitions, (2) theoretical perspectives, (3) empirical research, (4) teaching practices, and (5) policy statements. These categories are not considered to be definitive or exhaustive; rather, they are offered as a reference for other scholars working in this field. It is expected that this document will continue to grow as the field develops.
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Date Issued: 2015
Identifier: FSU_migr_ste_faculty_publications-0022
Format: Citation

Title: Building, Breaking, and Adjusting Cycles of Reflection Among Students and Teachers to Realize the Goals of Service-Learning: Student Concept Development as a Recursive Measure of Effective Teaching.
Creator: Boggs, George L
Abstract/Description: Experiential approaches to teacher education resonate with trends in universities in Europe and North America toward education “beyond the classroom” such as service-learning. Both models share the assumption that reflection upon ‘real’ action facilitates deep learning within and across disciplines. Research on reflection in service learning and teacher education challenges the autonomous benefits often ascribed to reflection and practice teaching, however. This paper examines one teacher’s...
Show moreExperiential approaches to teacher education resonate with trends in universities in Europe and North America toward education “beyond the classroom” such as service-learning. Both models share the assumption that reflection upon ‘real’ action facilitates deep learning within and across disciplines. Research on reflection in service learning and teacher education challenges the autonomous benefits often ascribed to reflection and practice teaching, however. This paper examines one teacher’s development ‘on-the-job’ as it was augmented through an educational research partnership. Findings in the area of literacy practices indicate the development of a concept of teaching writing compatible with other teaching emphases. The findings raise questions about the local value of enriching cycles of teacher reflection.
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Date Issued: 2011-10-01
Identifier: FSU_libsubv1_scholarship_submission_1479058131
Format: Citation

Title: Cat in a hat or cat in a cap?: An investigation of developmental trajectories of phonological awareness for Korean children.
Creator: Kim, Young-Suk
Abstract/Description: This study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that...
Show moreThis study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that Korean children tended to find body and coda more accessible, and that the growth trajectories for body and rime awareness differed. Korean children had a higher awareness of the body unit than the rime unit at the beginning of the study, and their body awareness grew at a much faster rate than did their rime awareness. These findings support the emerging evidence that young Korean children find body-coda more accessible than onset-rime
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Date Issued: 2008-11-01
Identifier: FSU_libsubv1_scholarship_submission_1763, 10.1111/j.1467-9817.2008.00379.x
Format: Citation

Title: Cognitive correlates of listening comprehension.
Creator: Kim, Young-Suk, Phillips, Beth
Abstract/Description: In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory...
Show moreIn an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory of mind, and comprehension monitoring, were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension.
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Date Issued: 2014-07-01
Identifier: FSU_libsubv1_scholarship_submission_1453746379, 10.1002/rrq.74
Format: Citation

Title: Componential skills of beginning writing: An exploratory study.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Greulich, Luana, Wagner, Richard K.
Abstract/Description: The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely...
Show moreThe present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.
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Date Issued: 2011-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460579996, 10.1016/j.lindif.2011.06.004
Format: Citation

Title: Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade.
Creator: Connor, Carol McDonald, Phillips, Beth M., Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie Dent, Crowe, Elizabeth C., Thomas-Tate, Shurita, Johnson, Lakeisha...
Show moreConnor, Carol McDonald, Phillips, Beth M., Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie Dent, Crowe, Elizabeth C., Thomas-Tate, Shurita, Johnson, Lakeisha Cooper, Lonigan, Christopher J.
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Abstract/Description: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for pre-kindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective...
Show moreThis paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for pre-kindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes including morphological awareness, syntax, mental state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set comprised of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and post-intervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
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Date Issued: 2014-09-01
Identifier: FSU_libsubv1_scholarship_submission_1453824608
Format: Citation

Title: Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total...
Show moreWe examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total variance in spelling was attributable to differences due to child characteristics, a substantial amount, approximately 40%, was due to differences among words. In addition, inclusion of language and print-related emergent literacy skills reduced about 35 to 57% of variance that is attributable to differences among children. Inclusion of word types (i.e., transparent vs. opaque words) explained more than 50% of variance attributable due to differences among words. These results suggest that orthographic depth in words is one aspect to take into consideration for spelling acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824782, 10.1016/j.lindif.2012.08.002
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
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Date Issued: 2013-03-30
Identifier: FSU_libsubv1_scholarship_submission_1460577167, 10.1007/s11145-013-9440-9
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
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Date Issued: 2013-03-30
Identifier: FSU_libsubv1_scholarship_submission_1460577167, 10.1007/s11145-013-9440-9
Format: Citation

Title: Critical digital literacies and school reform: Urban teachers' civic action, heteroglossia, and emerging dialogue structures.
Creator: Stewart, Trevor, Boggs, George L.
Abstract/Description: The hierarchical organization of the teaching profession and traditional modes of education reform discourse have created a simplistic view of teachers’, and especially urban teachers’ responsibility for quality in education. Historically, the structure of and content of education reform discourse has cast teachers in a static role and inhibited their active participation in discussions of educational policy. This paper contextualizes education reform discourse in relation to past educational...
Show moreThe hierarchical organization of the teaching profession and traditional modes of education reform discourse have created a simplistic view of teachers’, and especially urban teachers’ responsibility for quality in education. Historically, the structure of and content of education reform discourse has cast teachers in a static role and inhibited their active participation in discussions of educational policy. This paper contextualizes education reform discourse in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue. Using Mikhail Bakhtin’s concepts of heteroglossia and addressivity, the authors examine contributions to online discussions and debate composed ostensibly by urban teachers in response to top-down reform discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. The authors argue that teachers’ strategic responses to education reform exemplify the notion of heteroglossia as they challenge stifling truisms of reform that seek to suspend discussion of all other factors besides teacher quality. Teachers’ use of critical digital literacies thus re-creates critical conversations in place of monologues about school improvement. The online, public discussion of education reform by urban teachers marks a shift in the structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Examining this shift in the discourse of educational policy creates opportunities for teachers, policymakers, and educational researchers to re-examine their roles in dialogue around education reform.
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Date Issued: 2016-04-09
Identifier: FSU_libsubv1_scholarship_submission_1479056911
Format: Citation

Title: Critical Digital Literacies and the Struggle over What’s Common.
Creator: Boggs, George L, Stewart, Trevor
Abstract/Description: It is tempting and even useful to imagine stable camps in a warlike contest over common interests in school reform, and it is an ingrained national tradition to portray meaningful struggle between camps, with Jimmy Stewart or Sidney Poitier playing the good guy in the movie version. Web 2.0 activism, a type of critical literacy, challenges that view as teachers and parents, long positioned in the backseat in national education reform, are increasingly able to drive, organize, and disagree...
Show moreIt is tempting and even useful to imagine stable camps in a warlike contest over common interests in school reform, and it is an ingrained national tradition to portray meaningful struggle between camps, with Jimmy Stewart or Sidney Poitier playing the good guy in the movie version. Web 2.0 activism, a type of critical literacy, challenges that view as teachers and parents, long positioned in the backseat in national education reform, are increasingly able to drive, organize, and disagree with self-selected protagonists of positive change. In this chapter, we examine the connections among Critical Digital Literacies (CDL) and the struggle over what is “common” among stakeholders in American education.
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Date Issued: 2014-03-28
Identifier: FSU_libsubv1_scholarship_submission_1479057911, 10.1057/9781137430748_1
Format: Citation

Title: Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments.
Creator: Kim, Young-Suk, Puranik, Cynthia, Al Otaiba, Stephanie
Abstract/Description: We examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children...
Show moreWe examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children’s SES and language/speech impairment status. Theoretical and practical implications are discussed.
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Date Issued: 2015-06-01
Identifier: FSU_libsubv1_scholarship_submission_1460574568
Format: Citation

Title: Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension.
Creator: Kim, Young-Suk
Abstract/Description: The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text...
Show moreThe primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two time points; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development
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Date Issued: 2015-04-12
Identifier: FSU_libsubv1_scholarship_submission_1460568182, 10.1002/rrq.107
Format: Citation

Title: Dimensions of Discourse-Level Oral Language Skills and Their Relations to Reading Comprehension and Written Composition: An Exploratory Study.
Creator: Kim, Young-Suk, Park, Cheahyung, Park, Younghee
Abstract/Description: We examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell...
Show moreWe examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell and production tasks were best described as having a bi-factor structure, capturing a general discourse-level oral language construct as well as unique listening comprehension and oral retell constructs which are not explained by the general discourse-level oral language skill. The general discourse-level oral language skill was related to reading comprehension whereas listening comprehension and oral retell were not. Although positive in direction, the general discourse-level oral language skill did not reach the conventional statistical significance in relation to writing quality. These findings suggest that the general discourse-level oral language skill underlying listening comprehension, and oral retell and production tasks is important for reading comprehension, and unique listening comprehension and oral retell skills that are not subsumed to the general discourse-level oral language skill do not independently contribute to reading comprehension.
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Date Issued: 2015-01-18
Identifier: FSU_libsubv1_scholarship_submission_1460575400
Format: Citation

Title: Educational Vouchers and Social Cohesion: A Statistical Analysis of Student Civic Attitudes in Sweden, 1999-2009.
Creator: Shafiq, M. Najeeb, Myers, John P. (John Patrick)
Abstract/Description: This study examines the Swedish national educational voucher scheme and changes in social cohesion. We conduct a statistical analysis using data from the 1999 and 2009 rounds of the International Association for the Evaluation of Educational Achievement's civic education study of 14-year-old students and their attitudes toward the rights of ethnic minorities and immigrants. Using regression models, we do not find evidence of a decline in civic attitudes and therefore social cohesion. We...
Show moreThis study examines the Swedish national educational voucher scheme and changes in social cohesion. We conduct a statistical analysis using data from the 1999 and 2009 rounds of the International Association for the Evaluation of Educational Achievement's civic education study of 14-year-old students and their attitudes toward the rights of ethnic minorities and immigrants. Using regression models, we do not find evidence of a decline in civic attitudes and therefore social cohesion. We attribute the results to Sweden's voucher design and context that minimized segregation and preserved civics curricula in all schools.
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Date Issued: 2014
Identifier: FSU_migr_ste_faculty_publications-0023, 10.1086/678115
Format: Citation

Title: The Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile.
Creator: Pallante, Daniel H., Kim, Young-Suk
Abstract/Description: In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency,...
Show moreIn the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow-up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter-naming fluency). First-grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.
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Date Issued: 2012-09-17
Identifier: FSU_libsubv1_scholarship_submission_1460569589, 10.1080/00207594.2012.719628
Format: Citation

Title: Effects Of A Teacher Versus Ipad-facilitated Intervention On The Vocabulary Of At-risk Preschool Children.
Creator: Dennis, Lindsay R., Whalon, Kelly, Kraut, Lisa, Herron, Deborah
Abstract/Description: This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including...
Show moreThis study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.
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Date Issued: 2016-09
Identifier: FSU_libsubv1_wos_000383212100003, 10.1177/1053815116663177
Format: Citation

Title: The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children.
Creator: Katzir, Tami, Schiff, Rachel, Kim, Young-Suk
Abstract/Description: The different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of...
Show moreThe different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of phonological awareness and vocabulary in predicting word reading in each language was examined. Findings suggest different trends for fluency and accuracy measures, with Hebrew-speaking children performing higher on word reading accuracy, and significantly lower on reading fluency. Phonological awareness was found to be a universal predictor of word reading in both languages. Vocabulary had an independent contribution to word reading only in English, indicating a unique role of verbal abilities to inconsistent orthographies.
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Date Issued: 2012-12-01
Identifier: FSU_libsubv1_scholarship_submission_1453824624
Format: Citation

Title: The Effects of Professional Development on Preschool Teacher's Instructional Behaviours During Storybook Reading.
Creator: Dennis, Lindsay, Horn, Eva M.
Abstract/Description: Early literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as...
Show moreEarly literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as the subsequent impact on children's level and complexity of engagement during book reading sessions. A single-case multiple baseline design was applied across three teachers and six children in two preschool classrooms. Results of the study indicate that PD produced change in teacher's behaviours, specifically, their increased implementation of specific evidence-based storybook reading strategies following intervention. Child level behaviours were not significantly changed as a result of the intervention. Implications for the results are provided for implementation of PD in early childhood settings.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0016, 10.1080/03004430.2013.853055
Format: Citation

Title: Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions.
Creator: Stewart, Trevor Thomas, Boggs, George L
Abstract/Description: This paper contextualizes contemporary urban teachers’ online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future...
Show moreThis paper contextualizes contemporary urban teachers’ online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future of education in the United States. The structure and content of education reform discourse has often cast teachers in static roles, which inhibits their active participation in discussions of educational policy. Using Mikhail Bakhtin’s position that language choices serve to stifle and/or reinvigorate dialogue, we examine contributions to online discussions and debate composed ostensibly by urban teachers in response to dominant discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. We argue that teachers’ strategic responses to education reform challenge stifling truisms that seek to suspend discussion of all other factors besides teacher quality. Teachers’ critical digital compositions thus re-create critical, multi-voiced conversations in place of monologues about school improvement. The online, public compositions point to the dynamic structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Nurturing and even exploiting the dynamic potential of educational reform discourse can create opportunities for teachers, policymakers, and educational researchers to mutually inform one another’s shared interest in educational improvement.
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Date Issued: 2016-01-04
Identifier: FSU_libsubv1_scholarship_submission_1478612541, 10.5195/dpj.2016.148
Format: Citation

Title: Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education.
Creator: Lo, Jane C.
Abstract/Description: Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young...
Show moreDeliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices—structured academic controversy (SAC) and debate—together as examples of how agonistic deliberation can help students engage politically. This paper suggests that while deliberation can help students learn about political participation, agonistic deliberation (with its focus on conflict) has the potential to help students harness social frustrations into political action.
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Date Issued: 2017
Identifier: FSU_libsubv1_scholarship_submission_1493683879
Format: Citation

Title: Every Voice Counts: Partnering Literature and LiveScribe.
Creator: Witte, Shelbie, Graham, Jan, Grysko, Erin, Bistrican, Susan, Piotrowski, Amy
Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0021
Format: Citation

Title: Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW).
Creator: Kim, Young-Suk, Schatschneider, Christopher
Abstract/Description: We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of...
Show moreWe investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
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Date Issued: 2016-05-12
Identifier: FSU_libsubv1_scholarship_submission_1462974256, 10.1037/edu0000129
Format: Citation

Title: Exploring Adolescents' Thinking about Globalization in an International Education Program.
Creator: Myers, John
Abstract/Description: This research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving...
Show moreThis research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving the teaching of globalization in international education programs are described.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0008, 10.1177/1475240910370824
Format: Citation

Title: Eye movements and parafoveal processing during reading in Korean.
Creator: Kim, Young-Suk, Radach, Ralph, Vorstiu, Christian
Abstract/Description: Parafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a...
Show moreParafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a phonologically incorrect form (e.g., using 를 instead of 을when the preceding noun ends with a consonant). In the second condition, incorrect case markers in terms of syntactic category were used, also creating a semantic mismatch between preview and target. Results include a small but significant parafovea-on-fovea effect on the preceding fixation, combined with a large effect on late measures of target word reading when a syntactically incorrect preview was presented. These results indicate that skilled Korean readers are quite sensitive to high-level linguistic information available in the parafovea.
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Date Issued: 2011-12-17
Identifier: FSU_libsubv1_scholarship_submission_1460579548, 10.1007/s11145-011-9349-0
Format: Citation

Title: Fathers' Role in Play: Enhancing Early Language and Literacy of Children with Developmental Delays.
Creator: Stockall, Nancy, Dennis, Lindsay
Abstract/Description: Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of...
Show moreFathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0018, 10.1007/s10643-012-0557-2
Format: Citation

Title: Fostering the Common Good: The Portrayal of the Social Economy in Secondary Business and Economics Textbooks.
Creator: Myers, John, Stocks, Jessica
Abstract/Description: In this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that...
Show moreIn this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that the social economy is weakly represented in our sample although three did contain some content about the topic. There were two key dimensions to this finding. First, there was little recognition of the social economy as an economic sector. Second, there was fairly consistent coverage of social economy organizations in the textbooks although it lacked depth and little attention was paid to their social purpose. Comparing business and economic textbooks, our analysis showed that the business textbooks had broader overall coverage of the social economy and, significantly, more recognition of it as an economic sector.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0009
Format: Citation

Title: A Framework to Explore Lifelong Learning: The Case of the Civic Education of Civics Teachers.
Creator: Myers, John, Schugurensky, Daniel
Abstract/Description: This study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings...
Show moreThis study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings in which they acquire their knowledge, values, skills and ideological frameworks, and to understand the relative weight of each one in their overall learning process. This study also coincides with the implementation of a new provincial civics course for grade 10 students in Ontario, Canada during the 2000–1 school year. This case study consists of interviews with 15 social studies teachers who have taught the new civics course in Ontario. One of the clearest findings of the study is the powerful influence of the experience of teaching and of early family socialization on the acquisition of civic knowledge, skills and values, and on the development of political beliefs. Civic engagement and political participation were also considered an important source of civic learning, particularly in relation to the acquisition of civic and political skills. This is a finding that deserves further exploration, because our understanding of social movement learning remains limited. The findings suggest the promotion of lifelong citizenship learning entails the creation and nurturing of inclusive democratic spaces that have particularly high civic educational potential.
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Date Issued: 2003
Identifier: FSU_migr_ste_faculty_publications-0002, 10.1080/02601370304835
Format: Citation

Title: Gender Conception and the Chilly Road to Female Undergraduates' Persistence in Science, Technology, Engineering, and Mathematics Fields.
Creator: Hughes, Roxanne M.
Abstract/Description: Women represent less than a third of undergraduate and graduate degrees in science and engineering (SE). This underrepresentation is not only a social and cultural issue, but it is also cause for alarm with regard to the United States' ability to maintain its technological and economic dominance in the global economy. Research indicates that there are internal and external factors that affect the ability of women to see future success in SE and to identify with the masculine nature of SE....
Show moreWomen represent less than a third of undergraduate and graduate degrees in science and engineering (SE). This underrepresentation is not only a social and cultural issue, but it is also cause for alarm with regard to the United States' ability to maintain its technological and economic dominance in the global economy. Research indicates that there are internal and external factors that affect the ability of women to see future success in SE and to identify with the masculine nature of SE. This study focuses on the role of identity in 26 women's decisions to persist or leave their SE undergraduate degree at the university level. The study utilizes multiple conceptions of identity negotiation to identify how each participant negotiated her own personal identity with that of the SE departmental culture of which she was a part. The findings reveal that only women who participate in redefinition strategies related to their marginalized status are able to persist; those who cannot redefine their marginality in relation to the dominant discourse of SE begin to lose interest or doubt their competence in the field, resulting in their departure from SE. The findings also illustrate additions to current identity frameworks to better understand the role of SE identity for leavers.
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Date Issued: 2012-11-01
Identifier: FSU_libsubv1_scholarship_submission_1491575140, 10.1615/JWomenMinorScienEng.2013003752
Format: Citation

Title: Happy and sad thoughts: An exploration of children's integer reasoning.
Creator: Whitacre, Ian, Bishop, Jessica, Lamb, Lisa, Phillipp, Randolph, Schappelle, Bonnie P., Lewis, Melinda
Abstract/Description: The purpose of this study was to investigate elementary children's conceptions that might serve as foundations for integer reasoning. Working from an abstract algebraic perspective and using an opposite-magnitudes context that is relevant to children, we analyzed the reasoning of 33 children in grades K-5. We focus our report on three prominent ways of reasoning. We do this by describing and analyzing the responses of three particular children (in Grades 1, 3, and 5) who exemplify these ways...
Show moreThe purpose of this study was to investigate elementary children's conceptions that might serve as foundations for integer reasoning. Working from an abstract algebraic perspective and using an opposite-magnitudes context that is relevant to children, we analyzed the reasoning of 33 children in grades K-5. We focus our report on three prominent ways of reasoning. We do this by describing and analyzing the responses of three particular children (in Grades 1, 3, and 5) who exemplify these ways of reasoning. We view each of the three ways of reasoning as rich and interesting, and we see relationships of each to formal integer reasoning. At the same time, we view these ways of reasoning in terms of increasing levels of sophistication, potentially belonging to a single learning trajectory. Thus, we see the roots of more sophisticated integer reasoning in children's early intuitions about opposite magnitudes.
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Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0010, 10.1016/j.jmathb.2012.03.001
Format: Set of related objects

Title: The Influence of RET's on Elementary and Secondary Teachers' Views of Scientific Inquiry.
Creator: Bahbah, Sibel, Golden, Barry W. (Barry Wade), Roseler, Katrina, Enderle, Patrick, Saka, Yavuz, Southerland, Sherry A.
Abstract/Description: This study explores in-service elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were...
Show moreThis study explores in-service elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were analyzed to determine the degree of sophistication of their understanding of five facets of scientific inquiry. Both elementary and secondary teacher participants showed improvement in their understanding of nature of scientific inquiry as a result of program participation, and both programs were successful in supporting the development of inquiry conceptions, although secondary science teachers started and finished the RET's with a more sophisticated understandings of scientific inquiry. Areas of improvement for elementary teachers included the role of questions in science and the role subjectivity and creativity play in the processes of science, and for secondary teachers growth was seen in the role of questions, the relationship of data and evidence, the distinction of experiments and other means of investigations, and the varied methods of science. Implications of these results are discussed.
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Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0014, 10.5539/ies.v6n1p117
Format: Citation

Title: An Investigation into the Longitudinal Identity Trajectories of Women in Science, Technology, Engineering, and Mathematics.
Creator: Hughes, Roxanne M.
Abstract/Description: The author examined the longitudinal trajectories of eleven college-age young women who had participated in a Science, Technology, Engineering, and Mathematics (STEM) informal education program during middle school. The program was an all-girls two-week STEM summer camp that exposed young women to STEM professionals and relevant hands-on STEM activities with the goal of improving their interest in STEM fields and motivation to pursue these fields. The participants whose identity trajectories...
Show moreThe author examined the longitudinal trajectories of eleven college-age young women who had participated in a Science, Technology, Engineering, and Mathematics (STEM) informal education program during middle school. The program was an all-girls two-week STEM summer camp that exposed young women to STEM professionals and relevant hands-on STEM activities with the goal of improving their interest in STEM fields and motivation to pursue these fields. The participants whose identity trajectories are discussed in this study are those who responded to at least three of the following: a follow-up survey sent in 2009, 2012, and 2013 and/or interviews that were conducted in 2011. Results indicated that the camp had a positive effect on participants' perceptions of scientists and their work. The results indicate that all participants were still interested in STEM hut half of these young women had chosen a college major that took them off of the legitimately accepted path (e.g., a STEM major) toward a STEM career. This study provides a unique addition to the literature in that it provides a view of STEM identity trajectories over time, specifically focusing on how these women maintained interest or lost interest in STEM after participation in a STEM informal education program for girls. This study provides a reflective look at young women's longitudinal STEM identity trajectories.
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Date Issued: 2015-05-01
Identifier: FSU_libsubv1_scholarship_submission_1491574705, 10.1615/JWomenMinorScienEng.2015013035
Format: Citation

Title: Is academic language use a separate dimension in beginning writing?: Evidence from Korean Children.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Park, Younghee
Abstract/Description: In the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s...
Show moreIn the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s language and reading comprehension skills as well as spelling skill were uniquely related to the quality dimension of written composition. Children’s transcription skills such as spelling and handwriting automaticity were uniquely related to the productivity dimension of written composition. These results suggest that the extent to which children use academic language in written composition contributes to the quality aspect of written composition, and unique language and literacy predictors differ for different dimensions of written composition for Korean beginning writers.
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Date Issued: 2013-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460578723, 10.1016/j.lindif.2013.06.002
Format: Citation

Title: Is oral/text reading fluency a “bridge” to reading comprehension?.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Wagner, Richard K.
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
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Date Issued: 2013-03-23
Identifier: FSU_libsubv1_scholarship_submission_1460580499, 10.1007/s11145-013-9434-7
Format: Citation

Title: Kindergarten Predictors of Third Grade Writing.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne
Abstract/Description: The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in...
Show moreThe primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1460574988
Format: Citation

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM,...
Show moreUsing data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
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Date Issued: 2015
Identifier: FSU_migr_ste_faculty_publications-0024
Format: Citation

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: We examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM,...
Show moreWe examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
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Date Issued: 2014-08-30
Identifier: FSU_libsubv1_scholarship_submission_1460564930, 10.1111/cdev.12293
Format: Citation

Title: Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: The present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter...
Show moreThe present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter name structure variable in particular, explained a large amount of variance attributable to differences among letters for letter-name knowledge; (3) phonological awareness was consistently related to letter-name and -sound knowledge; (4) letter-name knowledge was somewhat inconsistent in its relation to letter-sound knowledge; and (5) letter feature variables were not consistently related to letter-name or -sound knowledge. The results are discussed in light of language or script general versus specific factors and instructional environment in letter name and sound acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824754, 10.1007/s11145-012-9367-6
Format: Citation

Title: Learning in Politics: Brazilian Teachers' Political Engagement as a Pedagogical Resource.
Creator: Myers, John
Abstract/Description: The suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and...
Show moreThe suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and classroom materials. This research shows that politics played an important role in their efforts to teach democratic citizenship. Through the teachers' diverse political experiences and ideologies, they developed different understandings of the relationship of politics with citizenship education that promote democratization and social change.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0005, 10.1016/j.ijer.2009.03.001
Format: Citation

Title: Long Term Effects of First Grade Multi-Tier Intervention.
Creator: Al Otaiba, Stephanie Dent, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K.
Abstract/Description: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained...
Show moreThe purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
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Date Issued: 2014-06-30
Identifier: FSU_libsubv1_scholarship_submission_1453824565, 10.1080/19345747.2014.906692
Format: Citation

Title: Making Sense of a Globalizing World: Adolescents' Explanatory Frameworks for Poverty.
Creator: Myers, John
Abstract/Description: This research examined adolescents' explanatory frameworks for global poverty during their participation in an international studies program. Poverty, like other persistent social problems, has taken on new dimensions and scale due to globalization. International development theories were employed to analyze the range of their responses. The data showed that the students synthesized a range of information to make multifaceted explanations for poverty that included the role of globalization in...
Show moreThis research examined adolescents' explanatory frameworks for global poverty during their participation in an international studies program. Poverty, like other persistent social problems, has taken on new dimensions and scale due to globalization. International development theories were employed to analyze the range of their responses. The data showed that the students synthesized a range of information to make multifaceted explanations for poverty that included the role of globalization in structuring poverty. These findings suggest that adolescents can develop "synthesizing minds" although all students will not interpret the same information in the same way. Implications for the development of global citizenship in terms of the formation of ethical responsibilities to resolve social problems are also discussed.
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Date Issued: 2008
Identifier: FSU_migr_ste_faculty_publications-0004, 10.1080/00933104.2008.10473368
Format: Citation

Title: Negotiating the Global and National: Immigrant and Dominant Culture Adolescents' Vocabularies of Citizenship in a Transnational World.
Creator: Myers, John, Zaman, Husam
Abstract/Description: Background/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question...
Show moreBackground/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study: The purpose was to examine diverse adolescents' vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ from dominant-culture adolescents' understandings? Setting: The research setting was the Pennsylvania Governor's School for International Studies, a 5-week summer program for high school students that emphasizes current scholarship and skills in international affairs, cultural studies, and foreign language. Research Design: A mixed-method case study design was employed to collect detailed and rich data on the students' beliefs about citizenship. Findings/Results: The findings showed that the students from immigrant backgrounds favored universal positions and were the only students to call attention to national economic inequalities. In contrast, a majority of the dominant-culture students gave a more central role to national affiliations. However, over half of the students switched between universal and nationally oriented positions for the issues of global citizenship and human rights. It is argued that these switches represent a strong indication of the tensions in civic affiliations in light of globalization. Conclusions/Recommendations: The findings presented here suggest that the question of either national- or global-oriented civic education makes little sense. This research suggests that differentiated forms of civic education are needed if all youth will have access to full citizenship and the range of civic affiliations needed in the world. Two approaches for reconceptualizing civic education are proposed: Civic education curricula should focus on the intersection of national with global issues and affiliations, and civic education should address, in addition to civic attitudes, skills, and knowledge, a conscious effort to help adolescents build flexible and multiple civic identities., In this case study, the civic beliefs and affiliations of high-school students were examined by looking at their vocabularies during a 5-week summer program on international affairs, cultural studies, and foreign language. The two topics of interest were universal human rights and global citizenship. Results from this study showed, overall, that students from immigrant backgrounds favored universal positions and called attention to national economic inequalities, whereas students with dominant-culture backgrounds favored national affiliations. In the context global citizenship and human rights, however, over half of the students switched between universal and nationally oriented views. These findings suggest that framing citizenship education in terms of national vs. global interests is misguided. The authors proposed that civic education should re-focus instead on the intersection of national and global issues and affiliations, and help adolescents build flexible and multiple civic identities.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0006
Format: Citation

Title: Orality as Cultural Action: Contributions to Literacy.
Creator: Boggs, George L, Duarte, R, Manglitz, J
Abstract/Description: Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connection. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary...
Show moreLiteracy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connection. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us reasons and rules for writing. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice and speech. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as part of 21st century literacies. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent 21st century literacies.
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Date Issued: 2016-12-12
Identifier: FSU_libsubv1_scholarship_submission_1479056485
Format: Citation

Title: Preaching What We Practice: A Study of Revision.
Creator: Witte, Shelbie
Abstract/Description: In this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a...
Show moreIn this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a longitudinal pre- and post-survey (including Likert survey items and open-ended questions), focus group and follow-up questions, and analysis of writing/revision samples. Results indicated that the strategies that teacher-participants historically used when revising their own writing were not the strategies they used with students. After attending the National Writing Project (NWP) Invitational Summer Institute (ISI) and participating in the associated Electronic Anthology (EA), however, the practices that the study's teacher-participants embraced while teaching writing revision to students in their own classrooms aligned more closely with the practices that they employed in editing their own writing.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0011, 10.3776/joci.2013.v6n2p33-59
Format: Citation

Title: Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study.
Creator: Kim, Young-Suk, Pallente, Daniel
Abstract/Description: This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency...
Show moreThis study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders’ reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children’s level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish.
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Date Issued: 2012-01-01
Identifier: FSU_libsubv1_scholarship_submission_1453824671, 10.1007/s11145-010-9244-0
Format: Citation

Title: Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners.
Creator: Dennis, Lindsay, Votteler, Nancy
Abstract/Description: Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers' workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.
Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0017, 10.1007/s10643-012-0563-4
Format: Citation

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