• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.23-44
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• 2017

The purpose of this study is to review the trend in comparative education research related to curriculum published in the Korean Journal of Comparative Education, and to critically analyze its characteristics from the postcolonial perspectives. In this study, I analyzed 61 articles published in this journal from 1995 to 2016. The result showed that comparative studies related to curriculum were conducted mainly by benchmarking policies or contents related to curriculum and textbooks of Western countries including North America and Europe as well as Japan which colonized Korea. In addition, although Korea has been changing into multicultural society, studies on Asian countries such as China and Vietnam which are the nationalities of many foreigners living in Korea were rare. Based on the results, this study suggested that the expansion of comparative education research subjects, overcoming of coloniality in comparative education, and ontological reflection of comparative education researchers are necessary.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.153-173
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• 2018

The purpose of the study is to identify the usefulness of comparative educational research approach for rational educational policy development and operation through the analysis of the area, contents, methods, and so on that comparative educational research approach in educational policy studies is used. For achieving the purpose, the study examined as the follows. First, the study discussed the academic traits and research target of educational policy and comparative education using the academic trait of definition method and the academic trait of approach method. Second, the study examined the contents of the exploration of educational policy studies in comparative education. For this, the study analyzed previous research on the relationship between comparative education and general education. And using articles published in Journal of Comparative Education, the study analyzed the contents of educational policy research in comparative education. Based on the main results, the discussions and suggestions are provided.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.1-26
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• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.243-263
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• 2018

In order to confirm the academic authenticity of comparative education, the academic methodology which is also appropriate for the historical arrangement is the history. In this sense, this article focuses on the study of comparative education from the viewpoint of history of education and aims for a tentative approach to comparative education history. In every discipline, it is essential to organize the history of the discipline both for those majoring in it and for the development of the discipline itself. The conclusions obtained from this study are as follows. First, in general, the method of studying comparative education includes not only 'comparative studies' but also 'regional studies', but it can add academic depth through the study of time series called 'comparative education history'. Second, the developmental process of the comparative education can be classified into four stages; the first stage is 'the pre-history' of the comparative education, the second stage is the 'embryo stage', the third stage is the 'establishment stage', and the fourth stage is the 'development stage'. Especially, in the era of globalization, the academic potential of comparative education is even higher, so it is possible to add an 'expanding period'. Third, it is necessary to understand the 'comparative education history' in order to secure the academic identity of the comparative education study. It is expected that it will be possible to more easily confirm the perspectives and issues of comparative education in the future, together with a good conceptual understanding of comparative education.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.445-452
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• 2016

The purposes of this study were to examine the two processes of social comparison and self-comparison, and to suggest the applications of social comparison theories and self-comparison theories. For these purposes, social comparison theory, self-evaluation maintenance model, control theory, self-discrepancy theory, regulatory focus theory, and temporal comparison theory were reviewed. The processes of social comparison and self-comparison are different, but both comparisons are similar in that they have some effects on self-evaluation, emotion, motivation and behaviors. Suggestions on education, health, economic justice and interpersonal relationships were discussed.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.117-133
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• 2018

The purpose of this paper is to explore the relationship between philosophy of education and comparative education, and suggest what relationship between these are desirable. To this end, this paper examines the connection between philosophy of education and comparative education, shows trends in philosophical approach to comparative education, and suggests a desirable direction for comparative education should proceed in terms of philosophy of education. Philosophy of education needs a comparative dimension as much as comparative education needs a philosophical dimension. From the philosophical perspective, many researches should directed their research towards philosophical comparative education for the mutual enhancement of comparative education and philosophy of education. In conclusion, philosophers of education should actively conduct research, keeping both the identity of philosophical education and enlarging comparative education. The research should not be confined to either philosophy of education or comparative education.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06a
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• pp.225-228
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• 2011

본 논문은 비교 마이닝(comparison mining) 의 일환인 비교 요소 자동 추출에 관하여 연구한다. 비교 마이닝은 텍스트 마이닝의 한 분야로서 대용량의 텍스트를 대상으로 비교 관계롤 자동 분석하며, 비교 문장인지 아닌지를 식별하는 단계, 비교 타입을 분류하는 단계, 다양한 비교 요소들을 추출하는 단계, 추출된 요소를 분석 및 요약하는 단계 등을 거치게 된다. 본 연구에서는 특정 타입의 비교 문장이 주어졌을때, 그 문장에서 비교 요소를 자동으로 추출하는 단계의 과제를 수행하며, 우열 비교 타입 및 최상급 타입 문장들을 대상으로 비교 주체, 비교 대상, 비교 술어를 추출한다. 실험 과정으로는, 우선 비교 요소 후보들을 선정하고, 그 후 각 요소별로 확률을 계산하여 가장 높은 수치를 기록한 요소를 정답으로 채택하게 된다. 확률 계산은 지지 벡터 기계 (Support Vector Machine)를 이용한다. 인터넷 상의 다양한 도메인에서 추출된 비교 문장들을 대상으로 비교 요소 추출을 수출한 결과, 정확도 86.81 %의 우수한 성능을 산출 할 수 있었다.

• Communications for Statistical Applications and Methods
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• v.4 no.1
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• pp.219-227
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• 1997

본 연구는 1997학년도 공군사관학교 입시의 특수한 상황적 여건을 반영하여 비교내신 등급 산정을 시도한 하나의 보고서로서 전국고교를 학력차이에 따라 구분하고 수험생이 속한 출신고교의 수준과 내신성적에 따라 전국 고교 비교내신등급을 새롭게 산정한 실증적 연구사례이다.

• Korean Journal of Cognitive Science
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• v.25 no.2
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• pp.159-187
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• 2014

Approximate number sense(hereafter, ANS) is the ability to compare and operate upon numerosity information. The numerosity comparison task is used to measure ANS. However, there is considerable variance among previous reports of ANS acuity which may be related to different task formats used. Here, we aim to investigate whether the format of the numerosity comparison task influences measurements of ANS acuity. We compared two task formats; 1) an intermixed format presenting two intermixed arrays of black and white dots, and 2) a side-by-side format showing two arrays of dots side by side. The intermixed format likely makes additional demands on general cognitive resources for inhibitory control, selective attention, or visuospatial working memory. The performance on the intermixed format was significantly lower than that of the side-by-side format resulting in an underestimation of ANS acuity compared to the expected trajectory of ANS development. In addition, the ANS acuity measured from only the side-by-side format was correlated with children's mathematical achievement and age. Our results demonstrate that measurement of ANS from the side-by-side format has higher construct and predictive validity compared to that of the intermixed format.

• Korea Petroleum Association Journal
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• s.282
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• pp.51-60
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• 2011

이 자료는 한국기계연구원 그린카연구센터가 CNG 버스와 클린디젤버스의 환경성과 경제성을 비교 검토하기 위해 한국경제학회에 의뢰하여 완성한 "수송부문 연료 및 차량의 공정경쟁성 비교와 국민경제적 파급효과 극대화 방안 연구"의 최종보고서를 요약한 내용이다.