• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.2
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• pp.197-208
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• 2016

The purpose of this study was to verify the construct validity of self-evaluated writing scale for students with disabilities who had difficulties in writing. After interpreting the Here's How I Write scale developed by Goldstand et al. (2013), we administered Delphi survey to 40 special education professionals, calculated the content validity ratio and decided the final scale of 21 questions applicable to Korea. Additionally, we carried out the scale to 350 disabled and normal students for testing construct validity. The main results are as follows: For both students with disabilities and without disabilities, the overall internal consistency of scale are higher than .89 and the internal consistency of factors of scale are higher than .66. The confirmative factor analysis using AMOS 21.0 and SPSS 21.0 to verify construct validity showed fit index at relatively satisfactory level for students with disabilities and without disabilities. Furthermore, while there were relatively strong convergent validity and discriminant validity in the sub-factors of scale for students without disabilities, the level of convergent validity and discriminant validity were relatively lower for students with disabilities.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.1-9
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• 2020

In this paper, we propose an efficient adaptive write scheme that improves the performance of write operation in MLC STT-MRAM caches. The key idea of the proposed scheme is to perform the write operation fast if the target MLC STT-MRAM cells contain a dead block. Even if the fast write operation on the MLC STT-MRAM evicts a cache block from the MLC STT-MRAM cells, its performance impact is low if the evicted block is a dead block which is not used in the future. Through experimental evaluation with a memory simulator, we show that the proposed adaptive write scheme improves the performance of the MLC STT-MRAM caches by 17% on average.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.289-306
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• 2009

In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.37-45
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• 2020

The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2^nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.425-431
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• 2020

The purpose of this study was to examine validity of developed Logo-Autobiography for College students (LAC). The LAC was developed based on Frankl's logotherapy and Logo-Autobiography program for middle-aged women. Eleven college students participated in 6 sessions of LAC after 3 psychiatric nurse practitioners confirmed content validity of the program. Focus group interviews were conducted to identify participation experiences and to examine validity of the program sessions. Qualitative data were analyzed using content analysis method. A total of 9 themes were emerged from the data; 1)Realizing my existence, 2)Discovering my uniqueness of existence, 3)Thinking my future, 4)Experiences of encounter, 5)My uniqueness, 6)Experiences of successful coping, 7)Realizing freedom of attitude choice, 8)Needs of self-transcendence, and 9)Discovering my existence. The emerged 9 themes were all evaluated to be consistent with the objectives and topics of each session. We suggest a randomized experimental study to examine effects of LAC on college students' mental health.

• Journal of Science Education
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• v.47 no.1
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• pp.75-87
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• 2023

This study analyzed correlation among peer evaluation, self-evaluation, and instructor evaluation of argumentation writing conducted in the 'Biology logic and essay' class. To this end, 14 pre-service biology teachers wrote argumentation four times, and peer evaluation, self-evaluation, and instructor evaluation were conducted on these results. The peer evaluation for argumentation writing averaged 2.70 points, the self-evaluation average was 2.68 points, and the instructor evaluation average was 2.71. Looking at the average of each sub-evaluation area, scientific knowledge was the highest in peer evaluation, and the composition area was the highest in self-evaluation. In addition, the area of scientific knowledge was the highest in the instructor evaluation. As a result of examining the standard deviation, the standard deviation of self-evaluation was the largest. As a result of analyzing the correlation between evaluation types, there was a high correlation between peer evaluation and instructor evaluation, and there was a moderate correlation between self-evaluation and instructor evaluation. On the other hand, there was no significant correlation between peer evaluation and self-evaluation. As a result of analyzing the correlation by evaluation area, there was no significant correlation between peer evaluation and self-evaluation in all four areas of scientific knowledge, scientific argumentation, composition, and expression. On the other hand, in the analysis between peer evaluation and instructor evaluation, there was a significant correlation in the areas of scientific knowledge, scientific argumentation, and composition. In addition, there was a significant correlation between self-evaluation and instructor evaluation only in the area of expression. The results of this study show that peer evaluation is highly likely to be applied in the 'Subject logic and essay' class. It also suggests that it is necessary to subdivide evaluation criteria according to the type of evaluation in order to use peer evaluation and self-evaluation.

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.185-205
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• 2014

This study investigated IRA's 3 standards related to reading instruction and examined the value which can be meaningful to Korean situation. IRA divided reading educators into 7 types and proposed each detailed professional standard through the 'Standards for reading professionals'. The next standard called 'Standards for the English language art' described their direction and content for English language education including reading instruction. The 'Standards for the assessment of reading and writing' aims at the basis to evaluate students' reading ability. The value found through these standards is as follow: IRA's reading professionals standard can be a useful way to define the type of reading educator in Korea. A reading instruction standard like IRA's language art standard can guide reading instruction of Korean libraries in a more systemic and consistent way. A valid evaluation standard to measure students' reading ability can show the possibilities to define the students who struggle with reading and to provide more suitable instruction for them.

• Journal of KIISE:Computing Practices and Letters
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• v.14 no.4
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• pp.378-388
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• 2008

Flash memory has been attracting attention as the next mass storage media for mobile computing systems such as notebook computers and UMPC(Ultra Mobile PC)s due to its low power consumption, high shock and vibration resistance, and small size. A storage system with flash memory excels in random read, sequential read, and sequential write. However, it comes short in random write because of flash memory's physical inability to overwrite data, unless first erased. To overcome this shortcoming, we propose an SSD(Solid State Disk) architecture with two novel features. First, we utilize non-volatile FRAM(Ferroelectric RAM) in conjunction with NAND flash memory, and produce a synergy of FRAM's fast access speed and ability to overwrite, and NAND flash memory's low and affordable price. Second, the architecture categorizes host write requests into small random writes and large sequential writes, and processes them with two different buffer management, optimized for each type of write request. This scheme has been implemented into an SSD prototype and evaluated with a standard PC environment benchmark. The result reveals that our architecture outperforms conventional HDD and other commercial SSDs by more than three times in the throughput for random access workloads.

• Proceedings of the Korean Information Science Society Conference
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• 2010.06b
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• pp.460-464
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• 2010

SSD는 뛰어난 성능으로 인해 서버 시장에서 HDD를 빠르게 대체하며 각광받고 있다. 우리는 기존 SSD의 성능 분석이 단일한 I/O 패턴에 대해서만 이루어진 점을 주목하여, 다양한 패턴의 I/O가 동시에 수행 될 경우, 성능에 어떠한 영향이 있는지 평가해보고자 한다. 이를 위해 4KB부터 64MB까지 다양한 블록크기로 순차적/임의적 읽기/쓰기 연산을 수행함과 동시에 4KB 단위의 읽기/쓰기 I/O를 수행시켜 성능에 미치는 영향을 알아보았다. 이러한 평가를 네 가지 리눅스 I/O 스케줄러에 대해 각각 수행함으로써 스케줄러에 의한 영향 또한 평가하였다. 그 결과로 우리는 새로운 SSD의 성능 특성을 발견할 수 있었으며, 이는 새로운 I/O 스케줄러 및 SSD의 FTL 개발의 기반이 되리라 예상된다.