Korean and US families, schools, and learning

Paik, Susan J.

doi:10.1016/j.ijer.2005.04.006

Cited by 24 publications

(26 citation statements)

References 19 publications

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“…In most cases, parents of at-risk pupils provide them with good studying conditions at home (a study room, books, even a computer and Internet connection), but many of them lack effective strategies to stimulate their children to study and to support them with homework. These results point out the value of the 'curriculum of the home' and are consistent with previous results from Marjoribanks (1987), Martínez-González and Corral-Blanco (1991), Paik (2004) and Symeou (2007), which point to the high interest most parents show towards their children's academic progress, independently of their social, professional or income level.…”

Section: Discussionsupporting

confidence: 91%

Dropping out of high school in Cyprus: do parents and the family matter?

Symeou

Martínez‐González

Álvarez-Blanco

2012

International Journal of Adolescence and Youth

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This paper presents a comparison of family circumstances, aspirations and school involvement of parents in Cyprus whose children were at risk of dropping out of high school and parents whose children were not at risk. The data were collected through a questionnaire survey constructed within the framework of the European project DropOut Open Door. The results showed a broad range of differences in the resources, expectations, perceptions and practices of pupils' families who are at risk of dropping out of school and those who are not. The findings illustrate the necessity for schools to identify families' different circumstances and needs and provide them, especially those with pupils at risk, with facilities, support and training for enhancing their children's development and school success through everyday family practices.

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Section: Discussionsupporting

confidence: 91%

Dropping out of high school in Cyprus: do parents and the family matter?

Symeou

Martínez‐González

Álvarez-Blanco

2012

International Journal of Adolescence and Youth

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“…Doing well on examinations is important for Korean family honor and reflects Confucian values (Paik, 2004). Further, the emphasis on Ministry of Education multiple-choice tests is pandemic in Korea and may very well prevent teachers from providing learners with opportunities to develop true communicative skills.…”

Section: Test Scoresmentioning

confidence: 99%

Korean Parental Beliefs About ELT From the Perspective of Teachers

Linse

2011

TESOL Journal

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In South Korea, as in many other parts of the world, children begin learning English when they are very young. Korean parents want their children to learn English as quickly as possible and often make heavy financial and other investments in their children's English language education. English language teachers of school-age learners in Korea often feel pressure and in some cases criticism from parents regarding English language instruction. This article reports the results of a study designed to begin examining the perceptions that Korean parents hold regarding English language instruction. It illustrates how some of their beliefs reflect the latest language teaching research, whereas others are more indicative of traditional Korean belief systems, educational approaches, and methodologies.

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“…TIMSS provides individual countries with contextual information to analyze student achievement in comparison with other countries. International comparative research studies have reported various factors, such as school resources, family characteristics, and students' attitudes, can all contribute to variations in student achievement (Hong, 2012;Kaya & Rice, 2010;Paik, 2004).…”

Section: Introductionmentioning

confidence: 99%

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Topçu

Erbilgin

Arıkan

2016

EURASIA J MATH SCI T

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This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs about education, and public expenditure on education, students in each country have different levels of achievement in science and mathematics. The current research investigated how aptitude, instruction, and environment related factors predict Turkish and Korean students' achievement in science and mathematics. In both countries, some factors, such as student aptitude (e.g., science self-efficacy) and environmental (e.g., parental educational level) factors significantly predicted students' science and mathematics achievement. However, we found some differences between the two countries regarding certain classroom environmental variables, such as bullying and student sense of belonging at school. We discuss educational implications for these findings.

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Korean and US families, schools, and learning

Cited by 24 publications

References 19 publications

Dropping out of high school in Cyprus: do parents and the family matter?

Dropping out of high school in Cyprus: do parents and the family matter?

Korean Parental Beliefs About ELT From the Perspective of Teachers

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

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