• Journal of Digital Convergence
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• v.10 no.1
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• pp.77-86
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• 2012

The significances of this study are that it offers the possibility of empirical measure, and analysis of the relevance among the temperament according to the degree of Internet addiction, parental rearing behaviors, and committing school violence and that, based on this, were drawn policy suggestions to prevent school violence according to the degree of Internet addiction. According to the results of this study it was revealed that there are differences in Internet addiction depending on the demographical and sociological characteristics. The result of investigating the impact of Internet addiction's degree on the actions of committing school violence shows that the level of general activities is high in the group of young people of Internet addiction and addiction risk, their low access/withdrawal temperament and mood temperament affect significantly the actions of committing school violence, and in parenting behavior mother's high expectations and low supervision affect youth Internet addiction and school violence. Thus, policy suggestions to prevent school violence according to Internet addiction were presented y dividing the role of government and schools, and homes.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.1-8
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• 2020

This study analyzed the different needs between the after-school programs of elementary schools in metropolitan and non-metropolitan areas to understand the areas that need addressing to meet with the requisites of the programs. To this end, this study conducted a survey among teachers with experience in after-school management (n=233), and the needs and performance recognized by teachers were analyzed in the IPA model matrix. To sum up the results, 'Online educational infrastructure', 'Efficient administrative operation', and 'Supply of professional after-school instructors' were identified as the prior needs in metropolitan area. On the other hand, non-metropolitan area, 'Supply of professional after-school instructors', 'Quality educational contents', and 'Online educational infrastructure' were identified as the prior requisites to be addressed. Based on research findings, the study suggested implications in developing and implementing related policies. Research findings will be expected to refer as baseline data for activating after-school online program operations and improving its programs to meet with the different needs of regions.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.3
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• pp.1-10
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• 2020

The results of a survey on 113 elementary schools in Jeju-do in December 2018 are as follows: First, the most newly established schools in the last 30 years were long-term decline Type 3 (56 schools), followed by Type 9 (W-type, 24 schools), which was more than 30 years old. Second, one of the main achievements of this study is the discovery of four types (type 1, type 2, type 8 and new-type) that are well characterized by Jeju province. Third, the most smaller school has 50 schools (44.3%) and small schools (less than 300 students) are 77 schools, accounting for 68.1% of the total ; 6 the most largest elementary schools (5.3%), 13 large schools (11.5%), 17 optimal sized schools (15.0%), 27 small schools (23.9%). In particular, it is not an exaggeration to say that almost all schools are small schools except for a few schools in Jejudo Ub-Myun areas. This means that it may cause serious problems if it is adopted as a standard of abolition of small schools in the same standard of management rather than reflecting regional characteristics of Jejudo province.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.14 no.2
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• pp.5-12
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• 2003

The knowledge-based society needs creative and active knowledge workers. To meet the need of this modern society, Korea education begins to focus on reading ability of students and project-based school education. The 7th School Education Program requires performance evaluation, optional activites, and extracurricular activites and the school library is a necessary facility for these educational activities. Ministry of Education of Korea made a master plan to rebuild the school library for The 7th School Education Program. The master plan includes the assistance for the school library facility, school library materials, budget, the library staff. And also the master plan includes promotion for school education in the library to develop the school library as the center of school education.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.1-11
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• 2018

The aims of this research are investigating and analysing background, enforcement situation, distinct features and current status of green schools which have been conducted by the government targeting decrepit schools. Based on this investigation and analysis the solution for vitalizing green schools will be sought because green schools are more effective in reducing energy and greenhouse gas and they are more appropriate methods for schools. With internal and external literature reviews the concept and background of overseas green school policies and their similarities and differences are analyzed. Based on the investigation into current status of green schools in Korea and eco-schools and super eco-schools in Japan which are benchmarking objects of green schools project in Korea the problems and outcomes of green schools in Korea are diagnosed. By analyzing cases of eco-schools and super eco-schools in Japan implications for introducing to Korea are considered. Based on the aforementioned researches this study suggests the improvement plan for vitalizing green schools project and similar projects.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.464-477
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• 2009

This research analyzed reality of multicultural education of Korea and suggested policy implication through a questionnaire survey of teachers, students, and parents in elementary schools, Daegu City. Multicultural policies in Korea mainly helped a member of multicultural family who immigrated into Korea to learn Korean language and culture. Thus, the common people have a few chances to have multicultural education; however they mainly experienced multiculture indirectly through mass media. Therefore they had low level of understanding and satisfaction and their consciousness was narrow. Most of people completely come out in sympathy with that multicultural education should be taught at school. To overcome the current issues of multicultural education, its goals, contents and tasks should be clearly established. Multicultural education is taught from elementary school in holistic approach; however, methods of learning and teaching are different according to a curriculum.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.83-91
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• 2018

The purpose of this study was to examine teacher's emotional leadership practices and to suggest their educational policy implication. To do so, a survey was conducted on Chinese-Korean students in Yanbian area. Data samples were 605 students at three high schools. The major results are summarized as follows: First, the teacher's emotional leadership is an important variable to improve student's self-directed learning. Second, it is suggestive that the teacher should focus on developing students personal competences such as self awareness and self management rather than social competences. Lastly, the teacher should focus on and improve satisfaction of student's school life first, and try to increase student's self-directed learning. However, various variables that may influence teacher's emotional leadership should be included in the further study.

• Journal of Science and Technology Studies
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• v.19 no.3
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• pp.201-246
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• 2019

Information technology is sometimes considered as a cause that puts education in a big crisis, or it can be seen as a savior. In 2011, the Korean government announced that it would innovate education and build a talented nation by bringing IT into schools of public education system through the SMART education policy. The policy initiative aimed to establish a standard classroom models that can be diffused all over the country's schools so that teachers and students may become familiar of using devices such as tablet PCs and laptops. This paper analyzes how the smart classrooms caused friction in the actual education practices. To this end, I analyzed the direction and ideals of the SMART education policy by reading government policy document and design guidelines officially published, and visited three elementary schools that are actually building and operating a smart classroom environment to visit the facilities and have in-depth interviews with teachers and technicians. The ideal type of classroom proposed by the smart education policy was a package equipped with various functions at once in a neatly designed space like a "model house", but it was difficult to be used as a normal classroom in everyday life of school. Instead of copying and installing the model, each school decided to get "smart" in its own way, depending on how factors such as size, local characteristics, socioeconomic conditions of students and teachers, teacher experiences, and the level of existing infrastructure were combined. In Elementary School A, the machines tamed specific space of the school to create their own space, while following the rules of the school for being mobile. Although Elementary School B could not construct fully supported environment that encompassed the entire school, the system was organized with the help of well trained teacher's experiences in other schools. In Elementary School C, the machines are concentrated on specific classrooms and they promote teacher's professionalism. The components of the smart classroom were disassembled and recombined in context to make each school's classroom "smart".

• Journal of Teachers' Pension
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• v.1
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• pp.189-241
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• 2016

1991년 사학연금제도에 재정계산제도가 도입되었으나 법적 근거만이 존재할 뿐 이를 위한 구체적인 시행주체 및 절차, 재정계산의 역할과 범위 등 주요 내용에 대한 명확한 규정이 결여되어 있다. 이에 따라 시기별로 재정계산 추진방법이 다소 상이한 측면이 있었으며, 결과적으로 사학연금 재정계산 실시의 일관성(coherency)과 신뢰성(credibility) 확보에 어려움이 노정되었다. 이러한 상황에서, 본 연구에서는 사학연금 재정계산 시행현황과 그 문제점을 살펴보고 국내·외 공적연금의 재정계산제도 시행사례를 비교·분석함과 동시에 정책적 시사점을 모색하였다. 이에 기초하여 우리나라 사학연금 재정계산제도의 향후 정책과제 및 개선 기본방향을 ①재정평가 및 재정계획 체계, ②재정계산 실시내용, ③재정계산보고서, ④담당주체 및 보고절차, ⑤재정계산 법적 근거 등을 위주로 하여 정책제언(政策提言)하였다. 이 글이 사학연금의 발전적인 재정계산 정책수립에 이바지하고 나아가서는 우리나라 공적연금의 지속가능한 재정정책 수립에도 중요한 밑거름이 되기를 기대한다.

• Proceedings of the Culinary Society of Korean Academy Conference
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• 2005.04b
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• pp.37-45
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• 2005