• Journal of The Korean Association For Science Education
• /
• v.30 no.8
• /
• pp.953-970
• /
• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• Journal of the Korean Society for information Management
• /
• v.25 no.1
• /
• pp.129-148
• /
• 2008

Analyzing out the Key Tasks and Developing the Professional Type of National Librarians through Job Analysis was made, because improving the professionalism of librarians is the strategy of survival in the competency based society. It is composed of 22 duties, 216 tasks of national librarian job and 96 key tasks is extracted among them. As the results, 12 types of professional librarian which is composed 10 function oriented types, and 2 user oriented types, is suggested: collection development librarian, cataloger taxonomist, information service librarian, reading coach, research librarian of international standards, database & system manager, international work librarian, national support librarian, marketing librarian, library literacy librarian, children' librarian, handicapped service librarian.

• Journal of the Korean Geographical Society
• /
• v.32 no.2
• /
• pp.197-215
• /
• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.27 no.1
• /
• pp.59-85
• /
• 2016

The purpose of this study was to synthesize the effects of the information literacy instruction using meta-analysis. Results using random-effect models were as follows. First, the overall average effect size (ES) of information literacy instruction (Hedges'g) was 0.72, which could be interpreted based on Cohen's guidelines as moderate to large. Second, the two types of information literacy instruction, demonstrating more than medium ESs, did not show significant differences in their ESs. Third, the ESs of information literacy instruction differed depending on the measuring variables. Fourth, grade, study design and the form of the measurement tool were moderator variables that explain the differences in ESs. In sum, the effects of information literacy instruction, having more than medium effect size, seem quite stable across instruction types and study designs.

• Journal of Navigation and Port Research
• /
• v.26 no.4
• /
• pp.391-398
• /
• 2002

The question of how to make strategic alliances work successfully is becoming increasingly important as more and more firms regard cooperative relationships as a means of improving their competitive position. The objectives of this research are to determine whether certain liner shipping alliance forms are more successful than others, whether the relative importance of reasons for successful liner shipping alliance varies with the different reasons, and whether the relative importance of reasons for alliance success varies with the form liner shipping alliances. The research findings have shown that the majority of liner shipping alliance forms, utilised by respondents in this survey, experienced a relatively high level of success. However, success was shown to be dependent upon a variety of factors and the reasons for successful alliance varied with the form of alliances.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.621-641
• /
• 2017

The purposes of this study were to identify the characteristics of students with different cognitive styles in the communication process according to the types of mathematical tasks and investigate the effects of their cognitive styles and types of mathematical tasks on their mathematical communication. For this, the investigator selected subjects according to the field dependent-field independent cognitive style by Witkin et al.(1977, p. 7). Mathematical tasks were developed in the areas of numbers and operations, regularity, and measurement according to the four types of Stein & Smith(1998, p. 269), which include the Memorization, Procedures without Connections, Procedures with Connections, and Doing Mathematics tasks. The selected students were divided into homogeneous groups according to their cognitive styles, and their communication processes according to the four types of mathematical tasks were observed through participation and videotaped. The videotapes were then transcribed and analyzed in protocols. The conclusions is that mathematical tasks of high cognitive level had positive effects on the activation of significant mathematical communication among the students and that differences in approaches to tasks according to their cognitive styles influenced their communicative activities in speaking and listening.

• Journal of Korean Society of Forest Science
• /
• v.100 no.4
• /
• pp.722-732
• /
• 2011

Firms initiate philanthropic activities to improve social welfare that is beyond the scope of their responsibility towards society. Forestry activities, among other philanthropic areas, simultaneously improve corporate environment and social performance and provide the opportunity to cooperate for a large number of employees. Firms can effectively contribute to forest conservation with their financial and human resources. To encourage participation of more firms, we need to understand how and why firms engage in such activities. This study aims to explore different types of philanthropic forestry activities that these firms undertake. Corporate philanthropic activities can be categorized as donation, in-house project, or collaboration according to the governance type. We analyzed Yuhan-Kimberly's forestry campaign to investigate how and why the firm engaged in each type. We also propose some practical implications for firms, government, and non-profit organizations to invigorate firm's participation in philanthropic forestry activities.

• Korean Journal of Social Welfare Studies
• /
• v.42 no.1
• /
• pp.371-397
• /
• 2011

Field practicum is the core of Social Work education and plays a key role in the integration of theory and practice. To maximize the effectiveness of field education, it is important that both the faculty field liaison and field instructor are cooperated. However, the current field education is almost dependent on the supervision by field instructors. This study explores the perception on the areas of supervision by using the Q-methodology. As a result, the perception of faculty field liaison was categorized into three types and field instructors' was two. Their types of perception were partially overlapped rather than contrast. Findings of the study suggested the need for greater collaboration between academia and agencies.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.1
• /
• pp.379-388
• /
• 2018

This study aims to analyze the causes of conflict between street performing subjects and identify methods to induce their collaboration in promoting a creative city. This study proposes preventive mechanisms after identifying potential problems in performances on the streets of Jeju, which aims to become "the island of culture and art". To this aim, the type and relationship between the subjects of conflict, characters of conflict, solutions, extent and role of tolerance, responses of the subjects, and type of conflict management employed were examined and analyzed. We employed an in-depth interview method involving cases of conflict occurring during street performances in Jeju. were categorized into 6 types. First is conflict resulting from the lack of facilities. Second is conflict caused by non-designated performance venues. Third is conflict due to exclusive ambiance. Fourth is conflict resulting from direct engagement by neighboring residents. Fifth is conflict between residents and police during performances. Sixth is conflict by lack of definite relationship with relevant institutes. To systematically resolve these conflicts, we propose the following management methods: (1) behavioral approach of pretraining through a registration system; (2) establishment of busking zones and allocation after registration; (3) training of facilitators to manage street performances and extended roles; (4) establishment of standards for street performances through the systematic approach of ordinance; (5) training to secure tolerance of residents; and (6) simplification of deliberation process by building a collaborative system among institutes.

• Korean journal of communication and information
• /
• v.37
• /
• pp.418-451
• /
• 2007

The current study examined the relationships between the adolescent's conflict resolution style and Big-Five personality factors, self-monitoring and self-esteem. Firstly, results showed that adolescent's big-five personality model affects their conflict resolution styles with their friends and peer group. In detail, the higher the neuroticism was, the stronger became the attack and avoidance strategies. The higher the extraversion was, the higher became the collaborative strategy and the lower became the attack and avoidance strategies. The higher the agreeableness was, the higher became the collaborative strategy and the lower became the attack strategy. The higher the conscientiousness was, the higher became the collaborative strategy and the lower became the avoidance strategy. The higher the openness to experience was, the higher became the collaborative strategy and the lower became the avoidance strategy. The higher the self-esteem was, the higher became the collaborative strategy and the lower became the avoidance and attack strategies. The higher the self-monitoring was, the higher became the collaborative strategy and the lower became the avoidance strategy. Secondly, the big-five personality factors also affected the adolescent's conflict resolution styles. The extraversion, conscientiousness, and agreeableness positively affected the collaborative strategy. The neuroticism was positively related with the attack strategy, whereas agreeableness was negatively affected the attack strategy. The neuroticism and agreeableness were positively related with the avoidance strategy, whereas the extraversion was negatively affected the avoidance strategy. Limitations and suggestions for future study were discussed thereafter.