Woomee Kim
Biographic Data
| ID | 5158565 |
|---|---|
| NAME | Woomee Kim |
| GIVEN NAMES | Woomee |
| FAMILY NAME | Kim |
| SIGNATURE | KIM W |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0001-9953-2071 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Supporting Multilingual Learners Through Translanguaging Pedagogy in U.S. K–12 STEM Classrooms: A Systematic Meta-Synthesis
Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized a…
Human vs. AI: Evaluating Thematic Analysis With ChatGPT, QInsights, Atlas.ti AI, and MAXQDA AI Assist
As generative AI tools become more commonly used in qualitative research, their role in supporting thematic analysis (TA) calls for critical exploration. This study compares the thematic outputs of four AI tools—ChatGPT-4o, QInsights, ATLAS.ti AI, and MAXQDA AI Assist—against a validated human-coded analysis of K–12 STEM teacher data. Using Braun and Clarke’s six-phase TA framework, we examined how each tool’s outputs aligned with, extended, or d…
Revising and Validating the Community of Inquiry Instrument for Moocs and other Global Online Courses
Globally, online course enrollments have grown, and English is often used as a lingua franca for instruction. The Community of Inquiry (CoI) framework can inform the creation of more supportive, interaction-rich online learning environments. However, the framework and its accompanying validated instrument were created in North America, limiting researchers’ ability to use the instrument in courses where participants have varying levels of English…
Perceived impact of short‐term professional development for foreign language teachers of adults: A case study
Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10‐week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K‐W‐L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emi…
Perceived impact of short‐term professional development for foreign language teachers of adults: A case study
Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10‐week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K‐W‐L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emi…
Perceived impact of short‐term professional development for foreign language teachers of adults: A case study
Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10‐week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K‐W‐L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emi…
Revising and Validating the Community of Inquiry Instrument for Moocs and other Global Online Courses
Globally, online course enrollments have grown, and English is often used as a lingua franca for instruction. The Community of Inquiry (CoI) framework can inform the creation of more supportive, interaction-rich online learning environments. However, the framework and its accompanying validated instrument were created in North America, limiting researchers’ ability to use the instrument in courses where participants have varying levels of English…
Supporting Multilingual Learners Through Translanguaging Pedagogy in U.S. K–12 STEM Classrooms: A Systematic Meta-Synthesis
Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized a…
Human vs. AI: Evaluating Thematic Analysis With ChatGPT, QInsights, Atlas.ti AI, and MAXQDA AI Assist
As generative AI tools become more commonly used in qualitative research, their role in supporting thematic analysis (TA) calls for critical exploration. This study compares the thematic outputs of four AI tools—ChatGPT-4o, QInsights, ATLAS.ti AI, and MAXQDA AI Assist—against a validated human-coded analysis of K–12 STEM teacher data. Using Braun and Clarke’s six-phase TA framework, we examined how each tool’s outputs aligned with, extended, or d…
Psychology (2 works) · Qualitative research (2 works) · Applied Psychology (1 works) · Collaborative Teaching and Inclusion (1 works) · Community of inquiry (1 works) · Computational and Text Analysis Methods (1 works) · Computer Science (1 works) · Confirmatory factor analysis (1 works) · Context (archaeology (1 works) · Discipline (1 works)