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Jeasik Cho

Professor

Dr. Cho

 

Office Hours: By Appointment

Location: McWhinnie Hall 211

Phone: (307) 766-3128

Email: jcho@uwyo.edu

 

 

  • Ph.D. The Ohio State University 2001: Curriculum, Qualitative Research, and Professional Development
  • Postdoc, University of San Diego 2001
  • M.Ed. Kyungpook National University 1993: Curriculum
  • B.A. Daegu National University of Education 1991: Education

 

Research /Teaching Interests:

  • Multicultural Education in/as Curriculum Studies
  • Standards-based Educational Assessment; Formative Assessment Theory
  • Qualitative Research Methodology & Evaluation (Critical Cultural Studies) 

Publications:

Refereed Journal Articles

  • Jaime, A., & Cho, J. (2017). A postcolonial reflection on the audacity of hope: Toward a pedagogy with/for an understanding heart. Multicultural Education Review, 9(4), 215-230 [Scopus Journal]
  • Roxas, K., Cho, J., Rios, F., Jaime, A., & Becker, K. (2015). Critical cosmopolitan multicultural education (CCME). Multicultural Education Review 7(4), 230–248 [ Scopus Journal, 2 cited]
  • Cho, J., & Eberhard*, B. (2013). When Pandora’s Box is opened: Perceived problems and hopes for Standardized testing in Wyoming. The Qualitative Report, 18 (Art. 20), 1-22. Retrieved from http://www.nova.edu/ssss/QR/QR18/cho20.pdf [ Scopus Journal, 15 cited]
  • Cho, J. (2012). On critical performance race theory: Principles, pedagogy, and loving community.  Multicultural Education Review, 4(2), 1-37 [ Scopus Journal]
  • Cho, J., Rios, F., Trent, A., & Mayfield*, K. (2012, Acceptance Rate 11-20%). Integrating language diversity into teacher education curricula. Teacher Education Quarterly, 39(2), 63-85 ( 13 cited).
  • Cho, J. Walker*, J., Cardona*, V., & Wasilik*, O. (2010). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers toward co-constructive social justices. Asian Journal of Educational Research and Synergy, 2(1), 1-22. 
  • Trent, A., Cho, J., Rios, F., & Mayfield*, K. (2010). Democracy in teacher education: Learning from preservice teachers’ Understandings and Perspectives. Education in a Democracy: A Journal of the NNER (National Network for Educational Renewal), 2, 183-210.
  • Cho, J., & Trent, A. (2009). Validity criteria for performance-related qualitative work: Toward a reflexive, evaluative, and co-constructive framework for performance in/as qualitative inquiry. Qualitative Inquiry, 15(6), 1013-1041 ( SSCI Journal; Acceptance Rate 0-10%,  25 cited).     
  • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research Journal, 6(3), 319-340 ( SSCI Journal; 0-10%; 3 rd most read article, 1055 cited).
  • Cho, J., & Trent, A. (Fall-Winter 2005). “Backward” curriculum design and assessment: What goes around comes around, or haven’t we seen this before. TABOO: The Journal of Culture and Education, 9(2), 105-122 (Acceptance Rate 0-10%, 16 cited).
  • Kim, Y. C., & Cho, J. (2005). Now and forever: Portraits of qualitative research in Korea. QSE: International Journal of Qualitative Studies in Education, 18(3), 355-377 (Acceptance Rate 15%, 17 cited).
  • Cho, J. (2002). A review: Qualitative research in curriculum & instruction. Journal of Curriculum Theorizing, 18(4), 179-186 (Acceptance Rate 21-30%).
  • Joo, W., & Cho, J. (2007). Understanding teachers’ perceptions and their teaching practices for identifying possible curriculum applications. The Korean Journal of Social Studies, 14(1), 61-86 ( 3 cited).
  • Lee, Y., & Cho, J. (2007). An ethnographic study of the management and organization of centers for teaching and learning (Faculty Development Centers) at U.S. universities. The Korean Journal of Comparative Education, 17(4), 49-88 ( 8 cited).
  • Cho, J., Hur, C. S., & Kim, Y. C. (2006). Validity Issues for qualitative researchers in educational/curriculum studies: Understanding different approaches. The Korean Journal of Curriculum Studies, 24(1), 61-95 ( 25 cited).      
  • Cho, J. (2005). Thinking about backward curriculum design. The Korean Journal of Curriculum Studies, 23(1), 63-94 ( 19 cited) .
  • Cho, J. (2003). Fieldwork in qualitative research: Theory, practice, and reflection. The Korean Journal of Elementary Education Studies, 10(2), 141-165.
  • Cho, J. (2002). Curriculum implementation and teachers’ work: A phenomenological approach. The Korean Journal of Curriculum Studies, 20(1), 229-252 ( 25 cited).
  • Cho, J. (2002). Theoretical analysis of the concept of “teacher as researcher.” The Korean Anthropology of Education, 5(2), 193-225. 
  • Cho, J. (2002). Teacher induction and its tentative solutions. The Korean Journal of Elementary Education Studies, 9(1), 109-135.
  • Kim, Y., & Cho, J. (2001). The qualitative research methodology in curriculum studies. The Korean Anthropology of Education, 4(3), 145-169.                      

    Note: * Indicates graduate students

Non-refereed Publication

  • Cho, J. (1998). Rethinking curriculum implementation: Paradigms, models, and teachers’ work. ERIC Document Reproduction Service No. ED 421 767 ( 52 cited)
  • Lee, W. H., & Cho, J. (2004). A study of teacher education program: A case of Han Hung Normal School. Journal of Studies on Elementary Education, 39, 493-515.
  • Cho, J. (1995). Development of a model for reflective teaching. Journal of Studies on Elementary Education, 7, 107-123.

 

Books and Chapters

  • Cho, J. (2018). Evaluating Qualitative Research: New York: The Oxford University Press.
  • Cho, J., & Trent, A. (Expected 2018). Evaluating qualitative research 2.0. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (2 nd). New York: The Oxford University Press. 
  • Trent, A., & Cho, J. (Expected 2018). Interpretation strategies. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (2 nd). New York: The Oxford University Press.
  • Cho, J. (2016). On critical performance race theory: Principles, pedagogy, and loving community. In K. Shin (Ed.), Multicultural Education in Global Era (pp. 37-72). New York: NOVA.
  • Cho, J., & Trent, A. (2014). Evaluating qualitative research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 677-696). New York: The Oxford University Press. 
  • Trent, A., & Cho, J. (2014). Interpretation strategies. In P. Leavy (Ed.), The Oxford Handbook of   Qualitative Research (pp. 639-657). New York: The Oxford University Press. 
  • Cho, J., & Trent, A. (2010). Lawrence Stenhouse. In C. Kridel (Ed), Encyclopedia of Curriculum Studies (pp. 814-815). SAGE Publications ( 99 cited).    
  • Lee, W., Park, Y., Hur, S., Park, C., Han, S., Jang, S., Cho, Hwang, Park, Kim, Cho, Jang. (2010). Curriculum and assessment for pre-service teachers (3 rd, Ed.). Seoul, Korea: Educational Science.
  • Lee, Y., Kim, Y., Lee, H., Cho, D. J., Kim, Y., & Cho, J. (2005). Action research for educational improvement. Seoul, Korea: Hakjisa.  
  • Cho, J. (2006). On Ralph W. Tyler’s curriculum studies: History and criticism. In Y. Kim (Ed.),  After Tyler: Curriculum Theorizing 1970-2000 (pp. 71-104). Seoul, Korea: Moonyumsa.  
  • Kim, Y., & Cho, J. (Eds.). (2004). Qualitative research in curriculum and instruction (2 nd).  Seoul, Korea: Moonyumsa.  
  • Cho, J. (2004). Fieldwork in qualitative research: Theory, practice, and reflection. In Y. C. Kim & J. Cho (Eds.), Qualitative research in curriculum & instruction (2 nd) (pp. 547-576). Seoul, Korea: Moonyumsa.
  • Cho, J. (1998). Generalizability in qualitative research. In Y. S. Lee & Y. C. Kim (Eds.), Ethnography in education: Methods & application (pp. 187-208). Seoul, Korea: Education Science.

 

Teaching:

  • EDST 3500 Quantitative Reasoning
  • EDST 3550 Educational Assessment
  • EDCI 5500 Classroom Assessment: Assessment for Teaching & Learning (Masters)
  • EDCI 5870 Seminar in Assessment (Postbac)
  • EDRE 5530 Introduction to Research (Masters)
  • EDRE 5650 Advanced Qualitative Research Methods (Doctoral)

 

OTHER LINKS:

Curriculum Vitae

EDST Research

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