• (The)Korea Educational Review
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• v.14 no.1
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• pp.45-69
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• 2008

Using a sample from Korea Education Employment Panel(KEEP), this study attempts to ascertain determinants of demand for alternative education in Korea. It found that children's gender and duration of computer use exert a strong effect on demand for alternative education. Also, those parents, who show more interest in government's education policy; are less content with the schools their children are attending; and exhibit the higher likelihood of migration for children's education, appear to have the stronger tendency to seek alternative education for their children. Meanwhile, there was a significant difference between male and female students in the factors that influence demand for alternative education. For male students, duration of computer use and the parents' interest in government's education policy tend to matter. For female students, however, health condition seems to be associated with demand for alternative education. For both male and female students, those parents' who are more discontent with the schools their children are attending and/or have the higher likelihood of migration for children's education seem more likely to send their children to alternative schools.

• The Korean Publising Journal, Monthly
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• s.236
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• pp.15-15
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• 1998

대안교육, 열린교육을 지향하는 학교들이 등장하고 있다. 제도교육에 그만큼 많은 문제가 있음을 반영하는 것이다. 학교가 지역공동체의 근간으로, 전인교육을 이끄는 공간으로 거듭날 것을 촉구하는 책들이 속속 출간돼 관심을 모은다.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.477-487
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• 2021

Alternative education in Korea has grown into an educational movement since the 1990s. The alternative education is affecting and growing the public education system such as innovative schools, free semester systems, and high school credit systems. In 2021, an institutional foundation was also established to be recognized and supported as an educational institution. As a result of reflecting on the alternative education movement for 20 years, it is understood as stagnant lost time in the second half of the decade. It is discussing reorganizing the meaning of future-oriented "alternatives" with the new "alternatives". The poverty of educational philosophy has also been highlighted as an issue, but no special discussions have been underway. Thus, the study discussed to propose an educational philosophy that could capture the ideologies of alternative education. Critical pedagogy aims to foster human beings who are subjective, autonomous, active and self-reliant through conscious emancipation. In recent years, critical pedagogy have discussed ecological environment and feminism. The educational philosophy of scholars such as Freire and Illich was the basis of the early alternative educational movement. Considering this, the study discusses that Korea's alternative education movement can be understood through critical education and is reasonable as an educational philosophy for new alternatives in the future.

• Journal for History of Mathematics
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• v.19 no.2
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• pp.89-100
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• 2006

There are currently various types of alternative schools which has diverse goals and traits in Korea. Education suited to educational principles can't be carried out, as long as mathematics education in alternative schools is same as one in the regular schools. In this thesis the problems of mathematics education which is conducted in alternative schools for maladjusted students will be examined in three aspects of teaching contents, teaching methods, and teaching environments. And we will study about mathematics education that use mathematical history as one way of mathematics education for the alternative school students.

• Journal of Christian Education in Korea
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• v.74
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• pp.135-157
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• 2023

Competency means 'the ability to do something', and competency-based education means 'the process of education based on the concept of competency'. Competency-based education is generally implemented in general education. However, competency-based education has not yet been actively conducted in the field of Christian education. In particular, it has not been established academically on what competencies Christian alternative schools provide in common. Most of the previous studies related to competency-based education in Christian education are related to competency-based education conducted by Christian universities. Research related to competency in Christian alternative schools is mainly related to the professionalism of teachers or the ideology of Christian alternative schools. In other words, there are few specific studies on what kind of competency they provide to students attending Christian alternative schools. Therefore, this study aims to understand the reality of competency-based education conducted by Christian alternative schools using Delphi analysis techniques. Through this study, four goals and 20 competency elements of competency education pursued by Christian alternative schools were found. By categorizing the goals and elements of competency education, it can be divided into relationships with God, relationships with oneself, and relationships with others and the world. In conclusion, it was suggested that Christian alternative schools should provide education that pursues the universal purpose of Christian education based on specificity and reflect the goals and elements of competency education in the curriculum.

• 가정의 벗
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• v.37 no.3 s.427
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• pp.6-7
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• 2004

대안학교는 기존의 학교교육의 한계를 극복하고자 시도하는 대안적인 학교를 의미한다. 자연친화적이고 공동체 중심적인 대안학교에 대한 이해를 통해 그 동안 일률적이고 획일화된 교육을 다시 한번 돌아보며 진정한 교육의 의미를 생각해 보자.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.121-141
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• 2017

The purpose of this study is to identify the characteristics of reading education of the specialized high schools for an alternative education. Among the specialized high schools for an alternative education, five schools were selected for the study. To achieve the study purpose, interviews were conducted with the teachers in charge of reading education of the schools. The interviews were recorded and transcribed. According to the study results, there have been attempts to integrate curriculum and reading education based on humanities. Students were actively participating in planning and conducting reading programs. Furthermore, there were Library Assisted Instructions. In order to proceed successfully with the reading education, there were several important factors as follows: 1)there was an organized system to support reading education by teachers, schools, and school libraries. 2)students' interests and needs were reflected in designing reading programs, 3)reading programs were adjusted according to students' needs and interests, and 4)reading activities were emphasized.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.649-652
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• 2010

교육시설에 BTL사업이 활성화됨에 따라 해당 사업의 규모가 급격히 확대되고 있다. 이에 교육시설 설계에 있어서 창의적이고 효율적인 대안설계를 제안해야함에 따라 설계VE 영역의 중요성이 부각되어 활발하게 진행되고 있다. 현재의 설계VE 진행절차는 준비단계, 분석단계, 실행단계로 이어지며 각 단계별로 다양한 운용기법과 분석방법으로 진행되고 있다. 특히 그동안 진행되었던 다수의 교육시설 설계VE 사례를 살펴본 바에 의하면, 설계VE 과정에서 VE대상 선정 시 동일하거나 유사한 방법이 나타나고, 최종 대안 역시 프로젝트 별로 유사한 패턴을 보이고 있음에도, 기존 설계VE의 전 과정이 반복적으로 진행되고 있다. 따라서 본 연구는 이처럼 동일하거나 유사하게 나타나는 대안들을 유형화 하여 설계VE 절차를 간소화함으로써 VE활동 기간을 단축시켜 효율성을 높이고자 한다. 이를 위해 기존 교육시설 설계VE 사례들을 통해 다양한 VE대안들을 분석하여 유형별로 정리한다. 그 결과로 유사한 패턴이 나타나는 최종 대안들을 교육시설의 공간과 각 공간에 따른 공종별로 구분하여 유형화하고자 한다. 이는 교육시설 설계VE 활동 시 유형화 된 대안을 활용하여 기능분석 등의 단계를 생략함으로써 설계VE 활동 기간 단축과 투입 노력을 축소시키는 효과를 얻을 수 있을 것이며, 설계VE에 있어서 보다 효율적인 운용이 가능하게 될 것이다.

• The Korean Publising Journal, Monthly
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• s.263
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• pp.10-10
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• 1999

• Journal of Science Education
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• v.34 no.2
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• pp.320-326
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• 2010

This study explored the current status of ecocentric environmental education in alternative schools. We analyzed the aims, curriculum, environmental activities of 42 alternative schools in Korea from their homepages and guidebooks. For more information, additional interviews with teachers were also conducted. As a resuts, the ratio of schools aiming ecologism were relatively low, however, 36 (85.7%) of 42 alternative schools included ecologism in their educational goals directly or indirectly. 39 schools included an environmental education in their curriculum, and 3 environmental class was opened in a week on the average. The most frequently used environmental activity in alternative schools was "recycling of solid wastes", and then "reducing use of disposable products", and "using environment-friendly, and recycled products" were followed. "Using water-purifier tank" and "using alternative energy" were also practiced. Educational implications of results were discussed.