Korean and US Families, Schools, and Learning

Autor/in	Paik, S.J.
Titel	Korean and US Families, Schools, and Learning
Quelle	In: International Journal of Educational Research, 41 (2004) 1, S.71-90 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2005.04.006
Schlagwörter	Foreign Countries; Early Intervention; Weekend Programs; Middle Schools; South Korea + Suchen Sie Ihr Suchwort? Ausland; Wochenendseminar; Middle school; Mittelschule; Mittelstufenschule; Korea; Republik
Abstract	South Korean students outperform the US and other industrialized countries in science and math during the school years. A multiple-factor psychological model provides a comparative framework to discuss the home and school factors that appear to explain achievement differences based on the Third International Math and Science Study (TIMSS). Regression analyses were performed on 5846 Korean students and 10,975 US students from 333 schools to analyze the factors in the model. Some factors appear to be more distinctively applied in Korea than the US. Alterable factors in this study are practices that are associated within the home and school. The findings suggest implications for family-school partnerships, early intervention in primary and middle schools, after-school or weekend programs, supportive family and school conditions and practices. Collaborative efforts of parents and educators in any culture may strongly influence children's affective, behavioral, and cognitive learning. ning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10