The economic development of colonial Korea

Jones UMI 1990 국내박사

The effect of applying active reading study strategies to varying text lengths on the lower-level comprehension of developmental reading students

Jones, Leslie Kimberling University of Houston 2005 해외박사(DDOD)

Historically, a controversy concerning the need for developmental education in institutions of higher education has existed. The number of underprepared students applying to open admission institutions is on the rise nationally, resulting in a need to find effective means of bridging the gap between the substandard ability students enter with and the adequate ability necessary to succeed in college (Lesley, 1990; Weinstein, Dierking, Husman, Roska, and Powdrill, 1998). A need for quality research concerning best practices in developmental education has emerged (Weinstein, and others, 1998). Specifically, several researchers have emphasized the lack of research conducted with the use of lengthy text that represents the more realistic reading demands placed on college students (Flippo and Schumm, 2000; Peterson, 1992), the need for examining realistic study sessions in which students are allowed to self-select study strategies (Simpson and Nist, 2000; Snyder, 1985), and the need for assessments that reflect students' comprehension level of lengthy and more realistic reading (Flippo and Schumm, 2000; Valencia, Hiebert, and Afflerback, 1994). Therefore, the purpose of this study was to examine the effect of applying active reading study strategies to varying text lengths on the lower-level comprehension of developmental college reading students. A quasi-experimental pretest-posttest control group research design with matching was used. Valid and reliable pretest and posttest instruments were designed as appropriate measurements of lower-level comprehension. Results obtained through an analysis of covariance using a one-tailed test of statistical significance yielded an F-ratio (3.70) that was statistically significant ( p = .030) and an effect size (d = +0.43) that was educationally significant. Therefore, the directional research hypothesis stating that the lower-level comprehension of developmental college reading students with practice applying active reading study strategies to college textbook chapters is statistically significantly higher than the lower-level comprehension of developmental college reading students with practice applying active reading study strategies to college level textbook excerpts was accepted. Results of this study are significant in that they extend the knowledge base of best practices in developmental reading.

Poor but not Deficient: The Storied Lives of Working-class English Teachers

Jones, Heidi Jo University of Minnesota 2013 해외박사(DDOD)

Guided by my own experiences as an English teacher from a working-class background, I sought what Vagle & Jones (2012) term "a social, autobiographic, and pedagogical project" (p. 318), to understand, through autobiographical stories, how middle school and high school working-class English teachers from rural, suburban and urban contexts came to be teachers of English. In addition, I was interested in how their home lives and social class background influenced their career choice and how the participants describe their upward mobility and class passing in terms of their personal and professional lives. This qualitative study uses a Vygotskian (1978) sociocultural framework focusing on the mediation of tools, or artifacts, as avenue for meaning-making, as well as Holland et al (2001) as an anchor for theorizing the shifting negotiations of identity and social class as figured worlds. An interview study with embedded comparative case studies, the data were analyzed using narrative inquiry (Clandinin & Connelly, 2000) and critical event narrative analysis (Webster & Mertova, 2007) to mine the stories of the participants. Findings show that although all participants experienced similar trajectories, or a series of critical and like events (Webster & Mertova, 2007) to the middle class profession of teaching, two participants' trajectories enacted spaces of resistance within these common elements. One participant self-authored her own path to teaching after several well-timed interventions by school-related adults, whom I call social class brokers, a meme of Brandt's (1988) literacy sponsors. In addition, another participant used the cultural artifact of books—which she had previous viewed as a form of recreation—to leverage her entry into the teaching profession. The study also explains how the participants called on their sedimented identities (Rowsell & Pahl, 2007) to inform their day-to-day interactions with students. These findings reveal a need for social class-sensitive pedagogy (Jones & Vagle, 2013) and a better understanding of the ways in which social class vacillates and implicitly permeates virtually all classroom interactions. Specifically, this study has implications for teacher educators who are interested in ways to provide space for teacher candidates to have deeper and richer examinations of their own classed experiences in order to create the same type of space for the teacher candidates' future K-12 students.

The relations of dyadic trust, sensation-seeking, and sexual imposition with sexual risk behaviors in young, urban women with primary and non-primary male partners

Jones, Rachel New York University 2002 해외박사(DDOD)

This cross sectional study explored the relations of dyadic trust, sensation seeking, and sexual imposition with young, urban women's HIV sexual risk behaviors with primary and non-primary male partners. The sample consisted of 257 women, aged 18 to 29, in public housing developments and other community settings in an HIV epicenter in the urban Northeast. The conceptual framework was the Science of Unitary Human Beings (Rogers, 1970, 1992) whereby women and their male partners are in a dynamic, mutual process with each other and the environment. A hierarchical regression analysis found that, along with use of drugs or alcohol before or during sex, these variables contributed 25% of the variance in sexual risk behaviors. The hypothesized relation of sexual imposition with HIV sexual risk was supported as the most important variable. Dyadic trust was a suppressor variable that was highly correlated with sexual imposition but not with sexual risk behaviors. In the presence of higher trust, the relation of sexual imposition to HIV sexual risk was higher. This finding indicated that the more women trusted their partners, the more they tolerated their partner's imposition of sex, and the greater their HIV sexual risk behaviors. Sensation seeking was weakly but significantly related to sexual risk behaviors. Drugs or alcohol use before or during sex was no longer significantly related to sexual risk behaviors when sensation seeking was in the equation. The Sensation Seeking Scale in Urban Women (Jones, 2001) was a contemporary, culture, and gender appropriate version of Zuckerman's Sensation Seeking Scale (1979, 1994). The Women's Relative Sexual Risk Scale (Jones, 2001) measured young, urban women's unprotected vaginal, oral, and anal intercourse with male partners they were unsure or perceived to have engaged in sex with other women, with men, or injected drugs. Sexual imposition involved emotional, psychological, and rarely, physical pressures to have sex and not use condoms. These manifest traditional gender expectations that women “should” sexually satisfy their male partner. The Dyadic Trust Scale (Larzelere & Huston, 1980) measured relationship trust. All instruments demonstrated acceptable internal reliability. Audio Computer Assisted Self-Interview and mobile computing enhanced privacy during on-site data collection.

Reimagining Reading Motivation as a Collective, Critical Endeavor: Centering the Perspectives of Black Girl Readers

Jones, Sara Ann Vanderbilt University ProQuest Dissertations & The 2022 해외박사(DDOD)

The first manuscript, “Measuring Reading Motivation: A Cautionary Tale” (Jones, 2020) is a mixed-methods study of Black girls’ reading motivation while engaging in a summer reading program grounded in the Black Girls’ Literacies Framework (BGLF; Muhammad & Haddix, 2016). This manuscript serves as the catalyst for this line of research by describing a misalignment between how reading motivation was captured on a commonly used survey instrument and how this group of Black girls enacted reading motivation in the classroom.The second manuscript, “Turning Away from Anti-Blackness: A Critical Review of Adolescent Reading Motivation Research” (Jones, 2022), is a systematic review of the adolescent reading motivation literature that employs Critical Race Theory (CRT; DeCuir & Dixson, 2004; Dixson & Rousseau Anderson, 2018; Ladson-Billings & Tate, 1995) to analyze researchers’ inclusion of race in conceptualizing and operationalizing adolescent reading motivation. This manuscript builds on the work of the first by taking a broad, yet critical, view of the study of adolescent reading motivation to investigate how the observed misalignment came to be. Manuscript two also serves to locate the problem in the study of reading motivation itself, rather than in readers.The final manuscript, “Being a Community With Reading: Black Girls’ Collective Reading Motivation” (Jones, in preparation) is a qualitative study that aims to identify trends in how Black girls describe and enact reading motivation during a summer reading program. Theoretically rooted in Black Girlhood Studies (BGS; Halliday, 2019), this study is designed to center the voices and perspectives of the participants throughout the study design. Artifact-elicited small group interviews bring forth the perspectives of these Black girl readers, while observational data shows how their perspectives are enacted in a classroom setting. This study offers an initial exploration into the generation of an emergent theory of adolescent reading motivation that centers Black girl readers, moving the work of the previous manuscripts forward towards mapping a race-reimaged adolescent reading motivation construct.Collectively, these three manuscripts identify a problem of both research and practice, investigate the theoretical and empirical roots of this problem, and offer an initial exploration towards a more responsive and humanizing alternative. This research aims to build the field’s understanding of how adolescent reading motivation can be reconceptualized to better reflect the reading motivations of Black girls. The work is timely and significant. The first manuscript highlights how Black girls can be inaccurately labeled as unmotivated readers because of a flawed conceptualization of reading motivation that centers white, middle-class norms, as described in the second manuscript. By centering Black girls’ perceptions and enactments of reading motivation, the final manuscript takes a much-needed step towards developing a broader, more culturally sustaining conceptualization of reading motivation which can then be used by researchers and classroom teachers to explore the relationships between instruction, reading motivation, and reading outcomes in a way that is responsive to all students.

The use of religious media among a community of African-American Baptists: An ethnographic study

Jones, Eric Kristopher The Pennsylvania State University 2002 해외박사(DDOD)

Previous studies conducted in the area of religious media use have left a void for an ethnographic treatment among African Americans. This study seeks to fill that void by focusing on the religious media use habits of a community of African American Baptists. The purpose is to provide a detailed description of this community's religious belief system, their traditions, the sociological context of their media use, and their media use motives and patterns. In this study, religious media are defined as Christian radio programming, televangelism, popular religious books, and gospel recorded music. I argue that the Uses and Gratifications tradition is suitable for utilizing an ethnographic approach. The method included a total of 21 in-depth interviews of the members of this church environment, 20 hours of direct observational sessions targeting routine church events and media use activity, and document analysis of church materials. The results show examples of two basic kinds of media use patterns. More active patterns of media use include evidence of biblical filtering, and overt responses to televangelist messages. Passive patterns of media use include background noise, and bracketing the day. Five different types of motivations were found. They included preparing for Sunday services, sparking conversation, provoking open and honest testifying, keeping abreast of non-biblical teachings, and feeling better about difficult situations. The process of biblical filtering was observed as a gradual learning process in which members consult with mentors, pastors, and friends to critique televangelism by both learning biblical scripture and respecting the bible as an authoritative document. Different levels of biblical filtering are categorized. The direct observation of the women's fellowship group led to the categorization of four different modes of social viewing; viewer contemplation, viewer affirmation, viewer amusement, and viewer compliance.

Constructing professional challenges as maps

Jones, Fredrick P Teachers College, Columbia University 2006 해외박사(DDOD)

This qualitative study examined the experiences of advanced professionals who each constructed a visual map of a messy workplace challenge, the ways in which their constructions changed while mapping, and what coaching behaviors helped. The intervention was designed as a kind of experimental practitioner inquiry; it was conducted by the researcher with the prospect of embedding all or part of the protocol for it within coaching relationships or for integration with Action Learning programs. As a result of creating the map, participants felt energized; they valued how the map clarified and brought coherence to action; and it helped them to see in the map important, near-term progress markers. The process of elaborating their thinking in a loosely systematic manner led to some aspects of the maps accruing a more complex function. It also led to a small amount of active redefining of action and reconfiguring of action sequences. These constituted the emergent meaning that was important to clarifying each person's strategic orientation to their situation. The coach helped by leading the participants to notice and explore potential relationships between actions, as they learned the "laddering" technique central to map construction. He maneuvered the conversation "on" and "off" map to define issues and integrate them into the map. The last two participants took from the process a "Learning through Challenge Agenda"; this included their map and specified points to stop and reflect on the paths of action that were either important, strategically speaking, beyond their experience, or both. It also included questions and assumptions they maintained about their challenge. The participants hopeful sense of agency improved with the clarification of the pathways to success, proximal goals at which to aim, and competence-improving tactics to meet situational demands. The study establishes a useful basis for future research on how to promote ongoing learning through real-work challenges. It also includes guidance on transferring the practice to settings beyond the Challenge Mapping design, such as the possibility of peer coaches helping others generate partial maps around specific issues, and professional coaches helping leaders in transition develop or renew their agendas.

Decision-making variances: Creating deferred maintenance solutions using the paradigm of sustainable design

Jones-Crabtree, Anna Jean Georgia Institute of Technology 2001 해외박사(DDOD)

Facilities under management of public sector organizations are suffering from maintenance backlogs estimated to be on the order of billions of dollars. Solutions to this maintenance backlog problem have emphasized methods for obtaining large scale funding or increased use of maintenance management systems allowing for better planning and tracking of maintenance problems. These approaches do not address project-level Facility Manger decisions during the analysis, generation, evaluation and selection of a design solution to a specific maintenance problem. Three literal replication case studies were completed on conventional facility manager's design decisions. Results indicated the conventional decision process was highly informal with an important temporal aspect. Sustainable design was identified as an alternative method of decision-making to the conventional paradigm. A methodology was developed for identification of sustainable design champions in the field of facilities management. Two additional literal replication case studies were completed on facility mangers identified as sustainable design champions. The sustainer decision process was determined to depend heavily on the analysis, generation and evaluation phases. Similarities and differences were identified between the conventional and sustainable decision methodologies for the overall decision process as well as the phases of analysis, generation, evaluation and selection. Results indicated more similarities then differences between the two methodologies. Findings for each decision making phase (analysis, generation, evaluation and, selection) are discussed and future research opportunities are identified.

MODELING OF METAL DELIVERY SYSTEMS USED IN ELECTROMAGNETIC AND DIRECT CHILL SEMI-CONTINUOUS CASTING OF ALUMINUM

JONES, WILLIAM KINZY UNIVERSITY OF CALIFORNIA, BERKELEY 1999 해외박사(DDOD)

The flow of liquid metal in the upper region of an EM (electromagnetic) or DC (direct chill) caster significantly contributes to the solidification behavior and subsequently the final ingot properties (e.g., average grain size and macrosegregation). The characterization of such a flow is a complicated task due to the high operating temperatures and the inherent opacity of the metal. However, as the demand for improved quality and reduced operational costs continues, understanding the mechanics of the flow becomes increasingly important. Hazardous, and often catastrophic, casting defects, such as hot cracks and tears, have been linked to non-uniformities in the solidification front that occur due to improper flow in the liquid pool. A novel technique to measure the flow, using particle imaging velocimetry (PIV), has been incorporated into a laboratory scale physical model of an aluminum caster. The instantaneous vector plots reveal valuable information regarding the turbulent nature and the intrinsic flow oscillations. However, time-averaged vector plots (TAV), obtained by ensemble averaging instantaneous plots, detail information regarding the average features of the flow. The results show that the method of metal delivery into the ingot significantly effected the flow patterns observed. Computational studies of the model geometry reproduce the same flow profiles adding to the validity of the PIV method. Based on the information obtained through physical modeling, an experimental campaign, on production size ingots, was conducted to determine the influence of the liquid pool velocities on the sump profile. Furthermore, a 3D coupled fluid flow-solidification finite element model was developed as a tool to predict the fluid flow/solid front interaction in an attempt to anticipate non-uniformities in the solid. The study has shown that the method of metal delivery into the mold, the upper region where solidification initiates, is critical in determining the flow of liquid metal and subsequently the sump profile in the ingot. By understanding the connection between delivery system and flow, informed decisions could be made regarding operational procedures.

The development of an architecture for knowledge management in special education

Jones, Al Celester, Jr The George Washington University 2003 해외박사(DDOD)

This study was designed to provide a framework that supports the development and implementation of a knowledge management system in special education by analyzing the perception of leaders within the field of special education regarding knowledge management. This study also examined the correlation between areas in special education, and areas in business that were identified as highly beneficial for a knowledge management system and identified practices related to knowledge management in the field of business that may benefit the development of a knowledge management system in special education. This study was a modification and extension of a dissertation study conducted by Charles Bixler at The George Washington University (2000) designed to provide a framework for knowledge management in a technical enterprise. The 128 participants in the study completed an author-developed questionnaire, The Knowledge Management Questionnaire, which was based on the Bixler (2000) study. This questionnaire that examined the value of knowledge management in special education and its relationship to organizational communication, systemic organizational change and technology, collectively termed the “concept of care” in this study. The term concept of care has been studied in the literature in relationship to business knowledge management systems and its examination within this study helps to establish a bridge between business systems that focus on products and services as opposed to systems with special education that focus on outcomes for individuals with disabilities. The analysis of variance, Pearsons correlation, one sample t-test and the general linear model univerate procedure were used in testing the hypotheses of the study at p < .05. The analysis of the data indicates that leaders within the field of special education perceive knowledge management to be valuable to the field of special education and the data identifies specific areas, necessary practices and expected benefits related to that perception. In addition, the data found there was some correlation between areas perceived to be a high potential area in business for knowledge management and areas perceived to be a high potential area for knowledge management in special education. This indicates possible areas of future research and suggestions, and best practices that may be beneficial in special education. The data also indicates that the concept of care does affect the perception of perceived benefit of knowledge management for educational leaders. Very few studies address knowledge management and special education and further research is needed to examine the emergence of practices that support knowledge management at the federal, state, local and across education and other agencies that provide benefits to children with disabilities.