Jeasik Cho, Ph.D.
Phone: (806) 834-8355
Office: Education 358
Jeasik Cho, Ph.D., is an associate professor in the Department of Curriculum and Instruction at Texas Tech University. Dr. Cho is very excited to join the College of Education faculty and to become a Red Raider. Before relocating to TTU, Dr. Cho taught at the University of Wyoming for the past 17 years. Receiving his doctorate from The Ohio State University, Dr. Cho's scholarship focuses on alternative, holistic, and critical discourses in curriculum theory, qualitative research, and multicultural education. One of Dr. Cho's noteworthy accomplishments is the recent publication of his new book entitled Evaluation of Qualitative Research (Oxford University Press). He is also a recipient of the College of Education University of Wyoming's 2016 Everett D. & Elizabeth M. Lantz Outstanding Professorship Award. Another one of Dr. Cho's achievements was his role in conducting a collaborative action research with teachers in a rural Wyoming school district. Dr. Cho still carries this three year-long engagement project in his heart and looks forward to working with the wonderful educators throughout the state of Texas. Throughout his scholarly work, Dr. Cho explores compassion as a virtue in order to remind the teacher and the student of the importance of common humanity in a multicultural society. Dr. Cho also strongly believes that Blended Learning and Personalized Learning (BL/PL) could serve as an alternative educational theory and praxis for providing diverse pathways and increased opportunities for ALL students.
- Post Doc. University of San Diego
- Ph.D. The Ohio State University
- Oklahoma State University
- MEd. Kyungpook National University
- BS. Daegu National University of Education
Areas of Expertise
- Curriculum Theory
- Qualitative Research
- Multicultural Education
- Blended Learning & Personalized Learning
- Classroom/Formative Assessment Theory
Schroeder*, A., Cho, J., & Kim, J. H. (Revision & Resubmission) Validity in posthuman qualitative research. International Journal ofQualitative Research (Q2)
Barger*, C., Cho, J., & Crawford, S. (Under review) The futures of teacher education: Understanding the micropolitics of the desires that surround teacher educators. Journal of Curriculum Theorizing (Q1).
Welch*, S., & Cho, J. (Accepted with revision). Virtual learning for adolescents during the Covid-19 Pandemic: Developing an online pedagogy of care. The Qualitative Report (Q1)
Lemley*, C., & Cho, J. (2023). Embracing cultural relevance and fostering student metacognitive formative assessment through T.A.L.E. in a rural 5th-grade math classroom: A collaborative action research project. Educational Action Research, 31(1), 36-60. (Q2, h-index 39, impact factor 1.53, Scopus) https://www.tandfonline.com/doi/full/10.1080/09650792.2021.1891944
Cho, J., & Kim, J. H. (2022). Compassionate anger as a mobilizer for social justice: Feelings application in curriculum design. Journal of Curriculum Studies. (Q1, h-index 58, impact factor 2.183, SSCI Journal) https://doi.org/10.1080/00220272.2021.2009578
Stewart*, E., Cho, J., Lesley, M., & Smit, J. (2022). Home Literacy Initiatives of Middle School Families During the 2020 Quarantine Period: Transformation in Education?, Current Issues in Middle Level Education, 26(2), Article 2. https://doi.org/10.20429/cimle.2022.260202
Cho. J., & Park, M. (2021). Culturally responsive formative assessment: Metaphors, SMARTER feedback, and culturally responsive STEM education. International Journal of Latest Research in Humanities and Social Science, 4(8), 65-73 http://www.ijlrhss.com/paper/volume-4-issue-8/9-HSS-1079.pdf
Cho, J., Crawford, S., Yocom, D. J., Hunt, T., Scull, R. (2021). A rural university instructors' perceptions about students with disabilities and their willingness to accommodate instructions and assessments. Journal of Postsecondary Education and Disability, 34(1), 19-32. https://eric.ed.gov/?id=EJ1308643
Cho, J., James, J., & Swarts, G. (2020). The impact of U.S. pre-service teachers' high-stakes, accountability era schooling experiences on their future teaching practices. Journal of Teacher Education and Educators, 9(2), 143-167. https://dergipark.org.tr/en/pub/jtee/issue/56618/726221
Choi, S., & Cho, J. (2020). Compassion and education. [A. Peterson, Trans.]. South Korea: Educational Science. (2017).
Cho, J., & Trent, A. (2020). Evaluating qualitative research 2.0. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (Rev., 2nd ed., pp. 1094-1122). Oxford University Press.
Trent, A., & Cho, J. (2020). Interpretation strategies. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (Rev., 2nd ed., pp. 956-984). Oxford University Press.
Cho, J. (2018). Evaluating qualitative research. Oxford University Press. Here (85 + cited)
Cho, J. (2018). In search of globally compassionate multicultural/intercultural education: Critical lessons learned from Rev. Theodore Hesburgh's vision and social activism during Civil Rights Movement. Journal of Multiculture and Education, 3(4), 49-71.
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) https://www.tandfonline.com/doi/abs/10.1080/2005615X.2017.1383809
Roxas, K., Cho, J., Rios, F., Jaime, A., & Becker, K. (2015). Critical cosmopolitan multicultural education (CCME). Multicultural Education Review, 7(4), 230–248. (Scopus) https://www.tandfonline.com/doi/abs/10.1080/2005615X.2015.1112564
Cho, J., & Trent, A. (2014). Evaluating qualitative research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 677-696). Oxford University Press.
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.(Q1, h-index 35) https://eric.ed.gov/?id=EJ1005017
Cho, J. (2012). On critical performance race theory: Principles, pedagogy, and loving community. Multicultural Education Review, 4(2), 1-37. (Scopus) https://www.tandfonline.com/doi/abs/10.1080/2005615X.2011.11102892
Cho, J., Rios, F., Trent, A., & Mayfield*, K. (2012). Integrating language diversity into teacher education curricula. Teacher Education Quarterly, 39(2), 63-85. https://www.jstor.org/stable/23479672
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. https://cedar.wwu.edu/education_facpubs/18/
Cho, J., & Trent, A. (2010). Lawrence Stenhouse. In C. Kridel (Ed), Encyclopedia of Curriculum Studies (pp. 814-815). SAGE Publications.
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 (Q1, h-index 80, SSCI Journal) https://journals.sagepub.com/doi/abs/10.1177/1077800409334224
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research Journal, 6(3), 319-340 (Q1, SSCI Journal, 2040+ cited). https://journals.sagepub.com/doi/10.1177/1468794106065006
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. Here
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. (Q1, h-index 58, Scopus) https://www.tandfonline.com/doi/abs/10.1080/09518390500082582
Cho, J. (1998). Rethinking curriculum implementation: Paradigms, models, and teachers' work. ED 421 767. (70+ cited)