Byeong-Young Cho
Biographic Data
| ID | 3983525 |
|---|---|
| NAME | Byeong-Young Cho |
| GIVEN NAMES | Byeong-Young |
| FAMILY NAME | Cho |
| SIGNATURE | CHO B |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
Predicting fourth grade digital reading comprehension
Exploring bilingual adolescents’ translanguaging strategies during online reading
Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers’ use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual middle school students accessed their two languages during online reading. The findings demonstrated …
How Students’ Beliefs About Knowledge Matter in Multiple‐Source Reading Online
The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students’ think‐aloud reports (during reading) and their written questions (after reading) indicated that students’ personal epistemologies came into play as they were accessing, evaluating, and using diverse sources, whi…
Multidimensional Approaches to Examining Digital Literacies in the Contemporary Global Society
Literacy scholars have offered compelling theories about and methods for understanding the digital literacy practices of youth. However, little work has explored the possibility of an approach that would demonstrate how different perspectives on literacies might intersect and interconnect in order to better describe the multifaceted nature of youth digital literacies. In this conceptual article, we adopt the idea of theoretical triangulation in i…
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task
The Internet is central to understanding literacies in the 21st century, and explication of reading strategies situated in Internet settings contributes to both our understanding of reading and our support of students in the Internet age. The purpose of this study was to examine the complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants read on the Internet, with the goal of developing cr…
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task
The Internet is central to understanding literacies in the 21st century, and explication of reading strategies situated in Internet settings contributes to both our understanding of reading and our support of students in the Internet age. The purpose of this study was to examine the complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants read on the Internet, with the goal of developing cr…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task
The Internet is central to understanding literacies in the 21st century, and explication of reading strategies situated in Internet settings contributes to both our understanding of reading and our support of students in the Internet age. The purpose of this study was to examine the complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants read on the Internet, with the goal of developing cr…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
Multidimensional Approaches to Examining Digital Literacies in the Contemporary Global Society
Literacy scholars have offered compelling theories about and methods for understanding the digital literacy practices of youth. However, little work has explored the possibility of an approach that would demonstrate how different perspectives on literacies might intersect and interconnect in order to better describe the multifaceted nature of youth digital literacies. In this conceptual article, we adopt the idea of theoretical triangulation in i…
How Students’ Beliefs About Knowledge Matter in Multiple‐Source Reading Online
The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students’ think‐aloud reports (during reading) and their written questions (after reading) indicated that students’ personal epistemologies came into play as they were accessing, evaluating, and using diverse sources, whi…
Predicting fourth grade digital reading comprehension
Exploring bilingual adolescents’ translanguaging strategies during online reading
Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers’ use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual middle school students accessed their two languages during online reading. The findings demonstrated …
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
Psychology (8 works) · Computer Science (7 works) · Pedagogy (7 works) · Linguistics (6 works) · Mathematics education (6 works) · Educational Strategies and Epistemologies (4 works) · Literacy (4 works) · Sociology (4 works) · Child Development and Digital Technology (3 works) · Education and Critical Thinking Development (3 works)