Jae Hoon Lim
Dados Biográficos
| ID | 4370063 |
|---|---|
| NOME | Jae Hoon Lim |
| PRENOMES | Jae Hoon |
| SOBRENOME | Lim |
| ASSINATURA | LIM J H |
| AFILIAÇÕES | University of North Carolina at Charlotte |
| ORCID | 0000-0001-8167-1866 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
“Little Wins”
The North Carolina New Teacher Support Program (NC-NTSP) provided induction support to 11,329 teachers between 2014 and 2024, with documented impacts on teacher retention. Through the lens of situated learning theory, this qualitative study explores NC-NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of…
Unlearning As Learning? A Critical Analysis of Student Veteran Support at a Veteran-Friendly Campus
This phenomenological case study critically examined how cultural conflict between student veterans and faculty/staff influenced the efficacy of strategies for supporting student veterans at a veteran-friendly campus. Through 29 interviews with faculty, student affairs professionals, and student veterans, we analyzed (a) how lack of knowledge about student veterans’ military experiences made inclusive and effective student veteran support challen…
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
Unsung Heroes on Campus
This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera’s Hegemonic Whiteness and Yosso’s Cultural Capital, we collected and analyzed 17 student veterans’ in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings…
“In Our Own Little World”
This paper explores how undergraduate students understood the social relevance of their engineering course content knowledge and drew (or failed to draw) broader social and ethical implications from that knowledge. Based on a three-year qualitative study in a junior-level engineering class, we found that students had difficulty in acknowledging the social and ethical aspects of engineering as relevant topics in their coursework. Many students con…
Bended womanhood bended back
A “Chameleonic” Identity
Belongingness and Pedagogy
In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic ped…
The road not taken
This article is a cross‐case study exploring two young African‐American adolescent girls’ experiences with school mathematics and the impact of the socio‐cultural context upon their motivation and mathematical identity. Based on repeated in‐depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth‐grade African‐American girls who are ironically faced with the same end‐o…
Learn
This article describes the process and findings of a community study that was part of a task force to improve educational experiences for new English learners, particularly the large number of Latinos. Based on the analysis of a series of focus group interviews and a survey, the article discusses how students coming from other countries are usually accustomed to a different classroom environment and may be confused about how to relate with their …
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
Learn
This article describes the process and findings of a community study that was part of a task force to improve educational experiences for new English learners, particularly the large number of Latinos. Based on the analysis of a series of focus group interviews and a survey, the article discusses how students coming from other countries are usually accustomed to a different classroom environment and may be confused about how to relate with their …
The road not taken
This article is a cross‐case study exploring two young African‐American adolescent girls’ experiences with school mathematics and the impact of the socio‐cultural context upon their motivation and mathematical identity. Based on repeated in‐depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth‐grade African‐American girls who are ironically faced with the same end‐o…
Belongingness and Pedagogy
In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic ped…
Unsung Heroes on Campus
This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera’s Hegemonic Whiteness and Yosso’s Cultural Capital, we collected and analyzed 17 student veterans’ in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings…
Learn
This article describes the process and findings of a community study that was part of a task force to improve educational experiences for new English learners, particularly the large number of Latinos. Based on the analysis of a series of focus group interviews and a survey, the article discusses how students coming from other countries are usually accustomed to a different classroom environment and may be confused about how to relate with their …
The road not taken
This article is a cross‐case study exploring two young African‐American adolescent girls’ experiences with school mathematics and the impact of the socio‐cultural context upon their motivation and mathematical identity. Based on repeated in‐depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth‐grade African‐American girls who are ironically faced with the same end‐o…
A “Chameleonic” Identity
Belongingness and Pedagogy
In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic ped…
“In Our Own Little World”
This paper explores how undergraduate students understood the social relevance of their engineering course content knowledge and drew (or failed to draw) broader social and ethical implications from that knowledge. Based on a three-year qualitative study in a junior-level engineering class, we found that students had difficulty in acknowledging the social and ethical aspects of engineering as relevant topics in their coursework. Many students con…
Bended womanhood bended back
Unsung Heroes on Campus
This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera’s Hegemonic Whiteness and Yosso’s Cultural Capital, we collected and analyzed 17 student veterans’ in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings…
Unlearning As Learning? A Critical Analysis of Student Veteran Support at a Veteran-Friendly Campus
This phenomenological case study critically examined how cultural conflict between student veterans and faculty/staff influenced the efficacy of strategies for supporting student veterans at a veteran-friendly campus. Through 29 interviews with faculty, student affairs professionals, and student veterans, we analyzed (a) how lack of knowledge about student veterans’ military experiences made inclusive and effective student veteran support challen…
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
“Little Wins”
The North Carolina New Teacher Support Program (NC-NTSP) provided induction support to 11,329 teachers between 2014 and 2024, with documented impacts on teacher retention. Through the lens of situated learning theory, this qualitative study explores NC-NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of…
Psychology (9 obras) · Sociology (9 obras) · Pedagogy (7 obras) · Political science (6 obras) · Gender Studies (4 obras) · Higher education (4 obras) · Social science (4 obras) · Education and Military Integration (3 obras) · Gender Studies (3 obras) · Mathematics education (3 obras)