• 한국보육지원학회지
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• 제13권1호
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• pp.19-41
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• 2017

Objective: This study aimed to provide policy implications by studying the class size of early childhood education institutes. Methods: By looking through researches, the educational influence of class size was examined. By using the latest statistical data, class size standard and status were compared. After class size perception in the field was considered and the main results of advanced researches were summarized and analyzed, the actual condition of class size was diagnosed. Furthermore, the national research trend was analyzed. Results: First, class size was an influencing factor on young children and teachers and its importance was reconfirmed. Second, as for standard in relation to class size in Korea, the maximum class size and teacher-child ratio were not presented together. In respect of overseas standards, infancy has similar standards, but early childhood has a little higher ratio. In the educational fields, there was growing awareness that class size should be modified. Third, there were not enough domestic researches on class size and they tended to be biased in terms of the method, targets, and contents. Conclusion/Implications: It is suggested that it is necessary to establish a class size policy for future early childhood education institutes, to implement a system, and to perform follow-up studies.

• 수산해양교육연구
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• 제29권1호
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• pp.209-223
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• 2017

The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• 아동학회지
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• 제22권4호
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• pp.201-212
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• 2001

The purpose of this study was to analyze toddlers' verbal and nonverbal interaction with their peers and caregivers according to the class size of child care centers in Seoul. The subjects of this study were 20, two-year-old(M=32.5 month) toddlers with peers and caregivers from child care centers in different class sizes, but with same caregiver-toddler ratio. Verbal and nonverbal interactions were videotaped during one hour indoor free play per child in the center. According to the class size, the results were as follows : 1) Toddlers in the small class played more cooperatively with peers, and uttered more regulative or directive words than those in the large class. 2) Toddlers in the large class were more aggressive than those in the small class. 3) Caregivers in small class expressed more empathetic behaviors to a toddler than those in large class.

• 한국정보통신학회:학술대회논문집
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• 한국해양정보통신학회 2003년도 추계종합학술대회
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• pp.548-551
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• 2003

JSize 는 유닉스 운영체제의 size 프로그램에 대응하는 자바 등가 프로그램이다. 유닉스 size 프로그램은 실행 파일을 분석하여 그 파일이 메모리에 적재되었을 때 얼마 정도의 코드와 데이터 영역을 차지할지를 예측하게 한다. 마찬가지로 JSize 는 자바 클래스 파일을 분석하여 그 파일이 메모리에 적재되었을 때 얼마 정도의 클래스 영역 메모리를 차지할지를 예측하게 하는 기능을 갖는다. 본 논문은 클래스 파일을 분석하여 얻은 정보로부터 클래스 영역의 크기를 예측할 수 있게 하는 원리에 대해 소개한다. 아울러 실험을 통해 JSize 의 예측 정확성을 실제로 알아보았다.

• 교육시설 논문지
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• 제20권6호
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• pp.49-56
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• 2013

This study investigated middle school students' perceptions of an optimum class size as well as the relationships between a class size and various aspects of students' lives at school. Data were gathered from 858 students from 8 classes (grade 1 and 2) at 4 middle schools located in Busan by administering survey questionnaires. The average class sizes to which each participating students belonged were 17.88, 30.0, 31.88, 28.0 respectively. A series of comparative analyses were carried out, revealing that the majority of the participating students perceived 25-30 as an optimum size for one class. Also, students in a relatively smaller class tended to show higher levels of satisfaction with school lives and with school and classroom facilities, more positive attitudes towards classroom atmosphere, and greater needs for peer interaction than did their counterparts. Furthermore, it was found out that the actual class size had to do with the students' perceptions of the relationships between school facilities and their levels of stress and pleasure at school. These findings were discussed in order to provide educators, architects, and policy makers with practical implications for bringing about a better school environment that is conducive to learning and living for middle school students.

• 교육시설
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• 제6권2호
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• pp.5-12
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• 1999

This study aims to propose some alternatives in architectural planning for reducing the class size of elementary, middle and high schools. In order to achieve above purpose, I discuss the current status of class size, the relationship between class size and educational outputs and the obstacles in realizing the optimum class size of elementary, middle and high schools during the past 40 years. Finally, the paper proposes 8 alternatives in reducing the class size, which can be considered during the early stage of school planning.

• The Korean Journal of Ecology
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• 제17권4호
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• pp.453-461
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• 1994

Size class structure and vegetative growth of a perennial herb of the temperate deciduous forests, Symplocarpus renifolius Schott, were studied from 1991 to 1994 in Namhansansung, Kyonggi Province, Korea. The size class structures of leaf number and leaf area per individual followed bell-shape curve, i.e. frequency of middle class was relatively high. The leaf area increased from the late-March to mid-May. At the end of the growing season, leaf area(length X breadth) was proportional to biomass, especially aboveground biomass. The leaf number and leaf area per individual increased at the rate of 0.08 leaf/year and 9.7 $cm^2/year$, respectively. The size of the individuals in large-sized classes, in leaf number and leaf area, decreased in next year, while the size of the individuals in small-sized classes increased. Therefore, it was concluded that the size class structure of S. renifolius population was largely determined by the growth form.

• 대한치과교정학회지
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• 제15권1호
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• pp.85-92
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• 1985

This investigation was designed to compare the craniofacial morphology of Class III malocclusions with that of normal occlusions using PM line. The subjects consisted of forty-four normal occlusions (twenty-three males and twenty-one females) and sixty-nine Class III malocclusions (thirty males and thirty-nine females), aged eight through ten. Using the tracings of the standard lateral cephalograms, various angles, linear measurements and linear ratios of counter-part were recorded and analyzed by t-test. The following characteristics of craniofacial morphology of Class III malocclusion were obtained by this study. 1. Maxillary anteroposterior position was balanced with Nasion but was not balanced with mandible because maxillary bony arch was small and positioned posteriorly and mandibular corpus was large and positioned relatively anteriorly. 2. Upper and lover alveolar bony arch were not balanced each other in its size. 3. In counterpart analysis, Class III malocclusion was more horizontally unbalanced than normal occlusion. 4. Class III malocclusion was divided into 11 groups by maxillary and mandibular bony arch position, size and alveolar bony arch size. Unbalanced bony size of the maxilla and mandible was a major characteristics of Class III malocclusion.

• 대한치과교정학회지
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• 제26권3호
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• pp.247-254
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• 1996

골격성 III급 부정교합자의 설골 위치와 기도를 평가하고 이들 사이의 상관관계를 알아보기 위해 부산대학교병원 치과교정과에 내원한 16세 이상의 환자 47명과 치과대학에 재학중인 학생 44명을 대상으로 측모 두부방사선규격사진을 촬영하고 설골의 위치에 대한 전후방적, 수직적 거리 및 각도와 기도의 크기, 하악의 위치에 대해 통계적으로 분석하여 다음과 같은 결론을 얻었다. 1. S-APH, A-APH, N-APH, LAH-PBR, AA-PNS, PNS-ad는 I급 부정교합군과 III급 부정교합군 사이 에 유의한 차이를 보였다. 2. 설골은 III급 부정교합군에서 더 전방에 위치하였으며 경조직 기도 크기는 III급 부정교합군에서 I급 부정 교합군보다 더 작게 나타났다. 3. 다수의 계측치, 특히 설골의 수직적 및 각도 계측치와 기도 크기가 남성과 여성에서 유의한 차이를 보였다. 대개 남성에서 여성보다 수치가 크게 나타났다. 4. 설골의 위치와 기도 크기 사이에 유의한 상관관계는 없었으며 하악의 위치와 기도 크기 사이에도 유의한 상관관계는 없었다. 5. S-APH는 W its appraisal과 역상관관계를 보였으며 A-APH, N-APH는 Wits appraisal과 순상관관계를 보였다. 설골의 수직적 계측치는 하안모 고경과 순상관관계를 나타냈다.

• 교육시설 논문지
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• 제20권6호
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• pp.21-30
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• 2013

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom($67.5m^2$), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.