WorldCat Identities

Han, Sophia

Works: 19 works in 20 publications in 2 languages and 25 library holdings
Genres: Academic theses 
Roles: Other, Author, Contributor
Classifications: LB2844.1.N4, 150
Publication Timeline
Most widely held works by Sophia Han
Effects of quark matter on the structural and observational properties of compact stars by Sophia Han( )

2 editions published in 2015 in English and held by 2 WorldCat member libraries worldwide

In the interior of a neutron star, matter is ultra-dense with its density as high as a few times the nuclear saturation density, and extremely cold compared to its chemical potential. As a result, it is the most likely place where the theoretically-predicted strange quark matter might exist. The aim of this thesis is to reveal how the strange quark matter could influence the static properties and dynamic behaviors of compact stars. This is of great importance because it allows us to draw conclusions about the phase diagram of matter at extreme density, by investigating observable properties of compact stars despite uncertainties in their detailed structures. By studying the microscopic physics of dense matter such as charge-separation phase, hadron-quark conversion and strangeness diffusion process, and applying a generic parametrization of high-density equation of states, we explore implications about mass-radius relationship, r-mode damping and spin evolution etc. of the star. In the first part of this thesis we calculate the equation of state (EoS) of the mixed phase in strangelet dwarfs, and obtain the mass-radius relation by solving Tolman-Oppenheimer-Volkoff (TOV) equation. In the second and third parts, we first study the mass-radius relation of hybrid stars with a sharp interface between nuclear and quark matter by using the generic "constant speed of sound" (CSS) parameterization, and obtain the phase diagram of possible forms of the mass-radius relation. We then apply the parametrization to the Field Correlator Method (FCM) model of quark matter and express observational constraints as constraints on the CSS parameters. In the fourth part, we propose a novel mechanism for the saturation of unstable oscillation modes in multi-component compact stars based on the periodic conversion between different phases, and study in detail the case of r-modes in a hybrid star with a sharp interface, giving the saturation amplitude and its range of validity to predict observational outcomes
Characteristics of hybrid compact stars with a sharp hadron-quark interface by Mark G Alford( )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

Neutron star mass limit at 2M⊙ supports the existence of a CEP by D Alvarez-Castillo( )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

Leichpredigt bey dem christlichen Begrebnis ... [auf Sophia Han, geb. v.d. Schulenburgle, 1591] by Georg Regebrand( Book )

1 edition published in 1592 in German and held by 2 WorldCat member libraries worldwide

South Korean and U.S. Early Childhood Teachers' Beliefs and Practices Supporting Children's Social Competence by Hye-gyŏng Kim( )

1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide

Latino mothers responsiveness and bilingual language development in young children from 24 months to 36 months by Rica Ramirez( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population
A study of Ghanaian kindergarten teachers' use of bilingual and translanguaging practices by Joyce Esi Bronteng( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Guided by the purpose, two research questions and two different data (photographs of classroom wall displays and video of morning assembly) were used. I used qualitative design through visual research method and Barbara Rogoffs (1990, 2003) socio-cultural theory as my theoretical lens. The photo data was analyzed semiotically (Chandler, 2007, Semetsky, 2010, 2017) and used discourse analysis with the big “D” for the analysis of the video data (Gee, 2014, Gee & Handford, 2012). The findings indicated that all the schools except one had bilingually labeled displays among their classroom displays (though bilingual labeling was given less attention) with the major language pair for the bilingual labeling being English and Mfantse languages. It also came out that most of the bilingually labeled displays were posted within the eye level of the students. More so, with regard to the sign type, most of the bilingually labeled displays were iconic. Regarding the teachers translanguaging practices at morning assembly, the findings indicated that all the participating schools and teachers translanguaged during the conduct of their respective morning assembly. It was revealed that aside from using translanguaging as comprehension enhancer, it was also used as a downtoner as well as alienation tool linguistically. However, the findings showed that English only displays far dominated both the bilingual labeling and translanguaging practices of the teachers. Based on the findings, the study recommended that ECE colleges of education in Ghana should include knowledge and skills for bilingual labeling in their pre-service preparation since the nation is a multilingual state. Also, pedagogical use of translanguaging should be included in teacher education curriculum so that teachers would be intentional about its usage in instruction delivery. In addition, higher education like University of Cape Coast (UCC) and University of Education, Winneba (UEW) which are the main trainers of teacher educators in the country need to develop curriculum for bilingual teaching with attention to effective design and use of bilingual labeling and training manuals for ECE teachers on the effective use of bilingual labeling and pedagogical use of translanguaging in Ghanaian ECE education. More so, there should professional development on the effective use of bilingual classroom display as well as translanguaging for in-service teachers in Ghana so to promote the academic achievement of the bi/multilingual students Ghanaian schools serve
An exploration of Turkish kindergarten early career stage teachers' technology beliefs and practices by Ozge Ozel( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to explore Turkish kindergarten early career stage teachers self-efficacy beliefs towards technology and their technology integration practices in their classrooms by answering: What are self-efficacy beliefs of Turkish kindergarten early career stage teachers towards technology? How do Turkish kindergarten early career teachers integrate technology into their classrooms instructions? The study was designed as a qualitative multiple case study and guided by Banduras (1986) social cognitive theory and Mishra and Koehlers (2006) TPACK conceptual framework. I conducted this study in Istanbul, where is the most crowded and metropolitan city in Turkey. The schools were chosen by the Ministry of National Education (MoNE) after the permissions were received from IRB and MoNE, and the participants were assigned by the directors of schools based on research criteria. Participants were chosen purposefully, and there were four female kindergarten teachers in their early career stages, which were identified based on Steffy, Wolfe, Pasch and Enz (2000) stages: novice teacher and apprentice teacher, teaching five-year-old students at technologically well-equipped classrooms, and who had a bachelors degree in preschool teaching. Data was collected from three sessions of semi-structured interviews and two sessions of observation based on TIM-O. Data was coded and analyzed based on Technological Pedagogical Content Knowledge (TPACK) to make sense teachers technology self-efficacy beliefs towards technology and Technology Integration Matrix (TIM)s to understand their technology practice into classroom instructions
A study on the influence of instructional mentors on novice teachers in high-needs schools by Dodi Palkovic Davenport( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Within the first five years of new teachers employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school districts new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of a mentor in their professional and personal development. This study focused on a group of novice teachers who worked with a mentor in their first year of teaching at a high-needs school during the 2017-2018 school year. I utilized qualitative methods to analyze the perceptions the teachers perceptions of the mentors role, collected through individual interviews, about how they acclimated to the demands of the teaching profession. The results of this study can contribute to the overall evaluation of the induction program and inform the districts efforts to improve the mentoring component of this program. Keywords: Attrition, Teacher Retention, Mentoring, Induction, Novice Teacher, High-needs School
The role of teacher-child verbal and nonverbal prompts in kindergarten classrooms in Ghana by Aaron Osafo-Acquah( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

While previous studies have examined the educational system in Ghana, there seemed to be very little or no studies that had explored participation and engagement through teacher-child interactions in early childhood education in Ghanaian classrooms (Twum-Danso, 2013). The purpose of this video-based multiple case studies qualitative study of three Kindergarten classrooms in Cape Coast in the Central Region of Ghana was to identify verbal and nonverbal prompts that related to childrens participation in Ghanaian Kindergarten classroom settings. The data for the study were secondary, having been collected by a team of researchers for the New Civics Grant Program in an initial study to find apprenticeship and civic themes in Ghanaian Kindergarten classrooms. The design for the study was a qualitative video analysis of three early childhood centers in Cape Coast in the Central Region of Ghana using video cameras to capture classroom interactions to be able to answer the questions: What is the nature of Ghanaian Kindergarten teachers verbal and non-verbal prompts that relate to childrens participation during the instructional process? In what ways do children in Ghanaian Kindergartens participate during the instructional process?
Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School by Suzette Anissia Kelly( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school, by answering: What are teachers' perceptions and beliefs about the role of technology in young children's learning? What are the practices regarding technology among Jamaican infant school teachers? I used criterion sampling to identify participants for my inquiry. For data collection, I used semi-structured interviews, teachers' lesson plans, and my reflective journal. I applied a socio-cultural approach (Rogoff, 1990) for the data analysis to make sense of the teachers' perceptions and articulated practices. The findings indicated the teachers' appropriation of technology for knowledge building. The teachers also perceived technology as a tool of instruction to replace charts for curriculum content. The teachers believed technology augment children's readiness skills for first grade. The teachers' envisioned affordances of technology indicated their articulated practices for children's appropriation of technology. The findings also indicated the actual and envisioned barriers that challenged teachers' facilitation of the child as agent with technology in the Jamaican early childhood classroom. The findings indicate the importance of understanding the cultural context of teachers' practices with technology and provide implications for technological innovations in Jamaican classrooms. Information and communication technology for development (ICT4D) is a cultural activity to be explored with teachers, students, and their social partners in institutions of practice
Exploring new teacher beliefs : identity, home-life, and culture in the classroom by Frederick B Bradley( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

This research was designed to explore the beliefs expressed, explored, and developed by Noyce scholars as they participated in a collaborative action research (CAR) based instructional intervention. The Noyce CoP as it was known, centered on a journal club, which was embedded within a masters level science education field practicum course. Students engaged with literature and gained understanding relevant to the influence of belief systems on how we construct our identity, perceive the conditions in which it happens, and view ourselves and others as we go through the collective process. Access to these new teachers beliefs was gained via an online literature discussion board, reflective writings, surveys, and face-to-face collaboration during four “CoP meetings”. The latter proved to be invaluable in promoting opportunities for these new teachers to recognize, critique, and challenge their beliefs, and those of others as well. Accordingly, the CoP served as a research-focused arena for collaborative autobiographical self-reflection, which I contend is ideal for studying new teacher beliefs. This research follows the path of other science education researchers who recognize the potential of studying new teachers beliefs, to help overcome a perceived cultural disconnect, which has been credited with inhibiting K-12 science teaching and learning. To do so, I position the Noyce CoP as quintain, whose story is told using three themes I constructed: 1) new teacher beliefs about identity and science teaching and learning; 2) new teacher beliefs about home-life and science teaching and learning; and 3) new teacher beliefs about sociocultural-interactions and science teaching and learning. Throughout I incorporate elements of portraiture to not only give you a better idea of who the CoP members are, but also to allow you a view into our CoP meetings, and how we collaborated to construct new knowledge. Qualitative analysis revealed that during the CoP, the scholars and I were able to generate considerable understanding regarding the cultural divide that can exist when teaching science in high-need schools. Moreover, there is also evidence that the CoP served to help these new teachers develop personal and professional ties they can incorporate into their larger support network, and perhaps help them persist through their inductive years of teaching. keywords: STEM, new teacher beliefs, action research, Noyce, community of practice
Leichpredigt by Georg Regebrand( )

1 edition published in 1592 in German and held by 1 WorldCat member library worldwide

A qualitative content analysis of early algebra education iOS apps for primary children by Lissa S Ledbetter( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learners efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics that ideally support primary childrens potential to learn early algebra concepts with understanding, through multi-touch, mobile, iOS mathematics education apps. Using qualitative content analysis these characteristics, then, were compared to the curricular characteristics of three authentic (i.e., real-world) apps in order to describe the general extent to which the two sets of characteristics aligned. This study found the authentic apps did not align with the majority of curricular characteristics that ideally support learning with understanding. Additionally, a number of qualitative findings emerged from the study that may be used to inform future app design. These ideas include themes related to the kinds of characteristics the authentic apps tended to align with or not, and suggested adaptations to a number of contemporary theories and models related to pedagogical content knowledge and its application toward the goal of learning with understanding. These findings have direct implications for the theory and practice of app design, and suggest revisions to the way in which the field of instructional design, historically, has been approached
Early childhood mathematics through a social justice lens : an autoethnography by Jennifer Ward-Lealand( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts
Exploring young childrens digital composing practices by Megan Daw Cross( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Utilizing a multimodal analysis, the findings revealed multiple layers in young childrens compositional expression and exposed the importance of how compositions evolve. The affordances of digital tools offered opportunity for children to build layers of meaning and for those layers to be captured in ways not necessarily available before
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.75 (from 0.50 for South Kore ... to 1.00 for Leichpredi ...)

Alternative Names
Han, Sophia 1551-1591

Schulenburg, Sophia von der 1551-1591

Schulenburgk, Sophia von der 1551-1591

English (15)

German (5)