Tae Seob Shin
Biographic Data
| ID | 107141 |
|---|---|
| NAME | Tae Seob Shin |
| GIVEN NAMES | Tae Seob |
| FAMILY NAME | Shin |
| SIGNATURE | SHIN T S |
| AFFILIATIONS | Ewha Womans University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Does Shadow Education Affect Behavioral (Dis)engagement? Evidence from South Korean Elementary School Students
Shadow education, or private supplementary tutoring aimed at enhancing academic performance and examination preparation, has become a global phenomenon and a significant focus in international and comparative education research. Although much of the literature examines its determinants and effects on academic outcomes, its impact on students’ engagement in mainstream classrooms remains underexamined. Using longitudinal data from a nationally repr…
The Effects of the Education Welfare Priority Zone Program on Students' School Adjustment in South Korea
This study examines the effects of the Education Welfare Priority Zone Program (ewpzp) on how elementary school students adjust to school in South Korea. Principal stratification and propensity score approaches were employed on a sample of 1,237 students. The results suggest that recipients of Priority Support (ps, a customised care programme offered to ewpzp students with special needs) reported increases in their perceptions of teacher interest…
Mediating effects of regulatory modes on the relationship between implicit beliefs and procrastination
This study explores the relationships among implicit beliefs, regulatory modes, and procrastination. Prior research showed that regulatory modes and implicit beliefs are strong predictors of procrastination, but their interrelationship is not well known. Using 204 Pakistani college student samples, we found that regulatory modes were strong predictors that explained a significant amount of additional variance after controlling for implicit belief…
Integrative character education (ICE): Grounding facilitated prosocial development in a humanistic perspective for a multicultural world
Character Education initiatives within schools have gained both proponents and opponents over recent years and continue to garner mixed reviews. Proponents argue that the need is urgent and the increasing level of school disruption, antisocial behavior and violence requires a focus on values/virtues/moral education and claim this is synonymous with good practice in education. Opponents ask, whose values will be taught and how does this address th…
School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education
The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary scho…
Head Start Impact on Social–Emotional Outcomes for Children With Disabilities
Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcom…
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data …
Head Start Impact on Social–Emotional Outcomes for Children With Disabilities
Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcom…
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data …
Head Start Impact on Social–Emotional Outcomes for Children With Disabilities
Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcom…
School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education
The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary scho…
Integrative character education (ICE): Grounding facilitated prosocial development in a humanistic perspective for a multicultural world
Character Education initiatives within schools have gained both proponents and opponents over recent years and continue to garner mixed reviews. Proponents argue that the need is urgent and the increasing level of school disruption, antisocial behavior and violence requires a focus on values/virtues/moral education and claim this is synonymous with good practice in education. Opponents ask, whose values will be taught and how does this address th…
Mediating effects of regulatory modes on the relationship between implicit beliefs and procrastination
This study explores the relationships among implicit beliefs, regulatory modes, and procrastination. Prior research showed that regulatory modes and implicit beliefs are strong predictors of procrastination, but their interrelationship is not well known. Using 204 Pakistani college student samples, we found that regulatory modes were strong predictors that explained a significant amount of additional variance after controlling for implicit belief…
The Effects of the Education Welfare Priority Zone Program on Students' School Adjustment in South Korea
This study examines the effects of the Education Welfare Priority Zone Program (ewpzp) on how elementary school students adjust to school in South Korea. Principal stratification and propensity score approaches were employed on a sample of 1,237 students. The results suggest that recipients of Priority Support (ps, a customised care programme offered to ewpzp students with special needs) reported increases in their perceptions of teacher interest…
Does Shadow Education Affect Behavioral (Dis)engagement? Evidence from South Korean Elementary School Students
Shadow education, or private supplementary tutoring aimed at enhancing academic performance and examination preparation, has become a global phenomenon and a significant focus in international and comparative education research. Although much of the literature examines its determinants and effects on academic outcomes, its impact on students’ engagement in mainstream classrooms remains underexamined. Using longitudinal data from a nationally repr…
Psychology (6 works) · Computer Science (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Bullying, Victimization, and Aggression (2 works) · Character education (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Epistemology (2 works)