• Korean Journal of Comparative Education
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• v.19 no.2
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• pp.147-173
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• 2009

This research deals with Freinet School in France as a model of open public schools, with focus on the school's operating philosophy, operating contents and characteristics, the cases of educational practices and suggestions for Korea's public education reform. Freinet School has been operated based on the educational philosophy of the French education activist Célestin Freinet(1896-1966). This researcher approached the following four research subjects in order to examine what effects Freinet School can have on the change and reform of Korea's public schools. First: What are the educational effects that Freinet School has on the public educational system in France? Second: What are the operating principles of Freinet School and what are the characteristics of the school's viewpoints and roles towards its teachers and students? Third: What are the kinds of the educational activities and the status of utilization of time and space with regard to Freinet School's operating regulations and the cases of educational practices? Fourth: What suggestions can Freinet School provide for Korea's public educational reform? This researcher have conducted preceding and philological researches on Freinet School pedagogy and analyzed such data as moving images, interviews with teachers, and the books published by Freinet School Teachers' Association.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.385-394
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• 2004

The process for the information society centered on the internet supplied us a space of another life, cyber space. In the reality that the cyber space exercised its influence on the our society outstandingly, this researcher think that it needs to have to discuss about the cyber school in the elementary schools by making use of experience the soft landing of cyber university. This study suggested the model of cyber elementary school applicable to the elementary schools, and discussed with the operational plan by the model. Also, it examined the field teachers' opinions about the model classification and operation through the questionnaire, and analyzed the result. It was divided into the four sorts of cyber elementary schools like the school support type, school associated type, and independent type, and transitional period type. This study researched the concept by the model each, the object and purpose of major education, the operational system, curriculum and contents. As a result of collecting their opinions through the questionnaire, it is desirable to be operated as the transitional period type and the school support type in case of the introduction of cyber elementary schools in the present elementary schools.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.625-636
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• 2017

The purpose of this study is to compare the differences in the operation form of science academy, science high school, and ordinary high school. We tried to find what kinds of variables differ in operation form based on the perception of the beneficiaries. For this purpose, 288 beneficiaries were surveyed. The groups were divided into three groups according to the high school they graduated from and then the differences among the groups were compared. The results are as follows. First, as a result of comparing the operation form according to high school using the most similar system design, it was confirmed that there are differences in curriculum and teacher variables. Second, as the result of analyzing the perception of curriculum and teacher professionalism based on the education experience of the beneficiary, the satisfaction for science academy was higher, but the satisfaction for science in ordinary high school was lower. Third, the key variables showing the differences in the operation forms between science academy and science high school were the learning contents, learning process and learning environment. The results of this study are expected to be used as basic data for future improvement of gifted education curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.269-290
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• 2008

The aim of this research was to find ways to improve the overall school library management quality and also to help finding solutions to the school library related problems, which could have not been dealt by the individual schools. To achieve the research goal, we analyzed the domestic and foreign cases of the government led supports for the school libraries as well as collaborations between the school libraries and other organizations. We surveyed the principals about the school library operating policies, current status, and requirements as the principals have influence over how the school libraries are managed. One of the findings of the research was that the survey respondents devote their efforts in the collection development but they also required training of the school library staffs. In comparison to the metropolitan and rural areas, the school libraries in the middle to small cities experienced variety of problems in all aspects of their operations. In addition, the middle to small city school libraries had high expectation on the government supports.

• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.3
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• pp.37-50
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• 2017

The Ministry of Education selected and implemented 'science core school' since 2009 as a policy to strengthen science education to produce talented science students. This study judged that it is necessary to examine the current management practice and diagnose problems to propose improvement measures for more successful management of science core school in the future. To this end, we interviewed and observed teachers and students at a high school specialized in science based in Gyeonggi province which was selected as a science core school, as qualitative study methods such as interview and observation to survey and analyze the current management practice of the school. The management outcome was that the school contributed to fostering talented students in natural sciences and engineering because more varied activities were implemented at the school to develop scientific knowledge of students including experiment, excursion, and circle activity. Identified problems were increased amount of private education due to intense competition over school achievement, negligence of extracurricular activities, burdensome workload for teachers of specific subjects, and lack of expertise of math and science teachers. In conclusion, the following improvement measures are suggested for sustainable management of science core schools: greater liberty should be granted to science core schools; more training opportunities should be given to teachers; college admission program should be improved for science core school students; and it is necessary to introduce courses taught by external teachers, and provide systematic support such as increasing administration staff.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.243-264
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• 2012

The purpose of this study was to investigate the current status of R&E programs in gifted high schools/science high schools and to provide suggestions for the better program. The sample included 21 R&E coordinators in the gifted high schools and science high schools. They filled out the survey, asking about the R&E program; then, the researchers interviewed the coordinators based on the answers of the survey. The results are as follows: 1) The R&E guidelines and related materials were not enough to use. 2) At the planning step, students and the mentors received were provided a little information, such as ethical issues, students' information, the roles of mentors/ students, mentor's research interest areas and products, etc. 3) At the research step, 80% of the schools had the monitoring process but the details were not written and saved. 4) At the evaluation step, the rubric of the product evaluation existed; the rubric of performance process were established by half of the schools. 5) At the closing step, 100% of the schools had the final product materials; the results of the evaluation and the information of the mentors were saved by 2/3 and 1/3 of the schools, respectively. Discussions and suggestions were included for the better R&E programs.

• Journal of vocational education research
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• v.37 no.6
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• pp.1-15
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• 2018

The objective of this study is to provide the basic data for the efficient operation of industry-academia partnership apprenticeship school, by analyzing the interest in the relevant policy, targeting the interested parties of school and corporation as the two main subjects operating the industry-academia partnership apprenticeship school. Using the Concerns-Based Adoption Model(CBAM) used for understanding the interested parties' interest in the adoption of a certain new changing. In the results of analysis, first, currently, the operating subjects of industry-academia partnership apprenticeship school showed the similar interest with the pattern of nonusers. In other words, currently, based on the curiosity about the relevant policy, they are interested in which roles they should perform for the successful operation. Second, when dividing the operating subjects of industry-academia partnership apprenticeship school into school parties and corporate parties, the results of examining the differences in the interest of each subject are as follows. First, in the stages except for the Stage 0(indifference), the interest of school parties was relatively higher than the one of corporate parties. It might be because the school's role is bigger in the operation of industry-academia partnership apprenticeship school, contrary to the advanced countries. In other words, in case of school parties, the overall and general understanding of the relevant policy is premised, so that their interest of each stage is higher than the one of corporate parties. Especially, the Stage 5(cooperative interest) showed the biggest differences. As the cooperation between industry and academia is the success factor of the relevant policy, it would be necessary to implant the concrete measures for industry-academia cooperation in school parties, and also to implant the importance of industry-academia cooperation in corporate parties. Next, both operating subjects showed the lowest intensity in the Stage 4(consequential interest). It means that the operating subjects' interest in the evaluation of apprenticeship students is relatively low.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.427-451
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• 2018

This study aims to develop a family math program that can be experienced by the families in accordance with the 2nd Mathematics Education Comprehensive Plan and to spread the positive attitude and perception of mathematics to the people by applying the family math program for the family units. And this study aims to suggest some concrete ways to develop and apply family math sympathy programs. For this purpose, we developed over 24 activities for math tour, mathematical games, math activities, my home math, historical math, and e-world mathematics, which can be enjoyed by infants and students in the levels of elementary school and secondary school. And we applied these programs to 175 families eight times and surveyed them using a questionnaire. Based on the results, some implications related to the development and application of a family math sympathy program to disseminate a positive culture of mathematics were derived.