• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.77-96
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• 2017

This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students' low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.

• Korean Journal of Organic Agriculture
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• v.28 no.3
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• pp.289-313
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• 2020

This study was conducted to analyze the factors influencing participation intention in urban agriculture. The theoretical foundations of the study were Theory of Planned Behavior (TPB) and Pine and Gilmore's Experiencel Economy. The type of household composition was set as the moderating variable between these independent and dependent variables. In order to test the research model, hierarchical regression analysis was conducted on 439 effective respondents. The empirical analysis results are as follows. Educational experience factors, escapist experience factors, attitudes, subjective norm, and perceived behavioral control, which were set as independent variables to positive (+) influence participation intention in urban agriculture. In addition, the impact of their influence relationship was as follows : perceived behavioral control > attitudes > escapist experience factor > subjective norm > educational experience factor. On the other hand, as a result of analyzing the moderating effect according to the household composition, there was a significant difference in the effect of educational experiences, escapist experiences, and subjective norm on participation intention in urban agriculture. Significant results were not tested on the moderating effects between attitudes, perceived behavioral control, and participation intention in urban agriculture. Based on the results of this empirical analysis, academic and practical implications were presented.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.66-75
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• 2005

This study investigates an undergraduate student's environmental club experience by employing a biographical research method. The informant has been member of the environmental club since he is a freshman. The purpose of this study is three points. First, which theoretical framework is suitable to explain the characteristics of environmental club experience ? Second, what is the characteristics of the informant's environmental club experience analysed by means of the theoretical framework ? Finally, what is the educational meaning of environmental club experience ? As a result, I find that environmental identity is very powerful framework to explain the characteristics of environmental club experience. Also, I explain the informant's environmental club experience as the formation of environmental identity by changes in three aspects. In the informant's life, cultural world of environment/environmental movement becomes salient which is closely connected with development of agency in the world and understanding how environmental problems can be solved. It is argued that environmental club experience has educational meaning in the studies and practices of environmental education, as follows. Environmental club experience has implications of redefining the goals of environmental education, and improving environmental problem solving learning. Finally, the informant's environmental identity is considered as reflexive identity which is formed through personal reflection of his experience.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• Asian Journal of Innovation and Policy
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• v.9 no.2
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• pp.207-222
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• 2020

As the COVID-19 continues spreading, Korea's Ministry of Education (MOE) announced that all public schools, including elementary, middle, and high schools, must begin on April 9, 2020, via online teaching for the first time in the nation's history. There were opposite views among educators regarding the unprecedented attempt to start school online. This study intends to analyze the strategies and policies of distance learning in the public education sector using the experiences in Korea, which has been dealing with the COVID-19 pandemic over the past six months, and thus presents educational implications that may be of interest other countries in the post-COVID-19 era. This study first conceptualized the distance education policy in two domains: technological infrastructure and technological teaching and learning, and then examined what specific policies have supported distance education in school settings. For the analysis of policies supporting distance education in Korea, this study analyzed the relevant documents that include the annual plan and press release uploaded on the website of MOE from early March until early August. Accordingly, 13 documents that contain the distance education policy were analyzed in this study. To provide equal opportunities for all students and ensure fair resource allocations, technological inequality should be discussed in the context of educational inequality. Finally, this study looks at how strategies and policies could be related to educational equality and equity.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.12-21
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• 2017

The purpose of this study is to develop an educational program to enhance convergence competence of undergraduate engineering students and analyze its educational effects. Prior to the development of the convergence education program for engineering students, 13 experts in engineering education field surveyed the needs of the convergence education program and 829 students from four engineering colleges in the Seoul metropolitan area, Chungcheong area and Honam area were assessed for the level of convergence competency. The educational program was developed based on the needs analysis and the program consisted of four major themes: convergence lecture, convergence competence, convergence practice, and convergence vision. The validity of the program was confirmed through the two expert validation tests. A total of 40 students participated in the selection of 10 students from each of the four universities. As a result of pre-post comparison of students' convergence competencies, the average of all competencies increased, and it was found that there were statistically significant differences in convergence mindset, differentiation mind, commitment, communication, and social value competence. Implications for the improvement of education programs and convergence education were suggested.

• Journal of Family Resource Management and Policy Review
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• v.10 no.4
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• pp.1-26
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• 2006

The study was the second part of the research on development of consumer education program as social education program. The purpose of this study was to analyze needs fur program contents. Program contents had two parts: educational program contents and program managements. The data used contained 617 married women living in Seoul, Korea. Using SAS-PC program, Chi-square and Anova Analyses were executed. The results showed that married women had higher educational needs on housing purchase, tax avoidance, cancellation of contracts after purchase, consumer redress, etc. The differences in age, education, householder's occupation, and household income level resulted in the differences in educational needs for some specific educational items. They were likely to be educated at the highly accessible place such as women's center, community center, University extension service center, and consumer organization, etc. Also they preferred to be educated once a week fur a short time period like one to three months, and to have the lectures with discussion in the class. Some implications were mentioned for developing consumer education program as social education.

• Korean Educational Research Journal
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• v.39 no.1
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• pp.1-13
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• 2018

This study aimed to extract Tao Xingzhi's (陶行知, 1891-1946) ideas about formal education by investigating his school establishment and management practices. Tao Xingzhi established and operated various schools to provide educational opportunities. The objective of his school establishment was to expand the range of subjects. Tao provided whole-person education at his schools, and the subject matter was based on his life education theory. Tao combined teaching, learning, and activity to reform the pedagogical process, and his school operations were institutionalized and democratically managed. These aspects were comprised of Tao's ideas about formal education. Tao's ideas might offer valuable implications for the development of formal education.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.75-93
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• 2013

The present study was to investigate if quality of childcare curriculum implementation could be predicted by educational climate, teachers' professionalism, and teacher/classroom characteristics. According to the results, strong positive associations existed between eudcational climate, professionalism, and implementation of childcare curriculum. The most powerful predictor of curriculum implementation quality was 'respect and acceptance' which was a sub-factor of educational climate. Also, 'public service', a sub-factor of professionalism, explained a significant amount of variances in quality of curriculum implementation. Among teacher/childcare characteristics, the type of centers was one of the strong predictors. These study results provide meaningful implications regarding the importance of socio-cultural contexts in childcare centers as well as teachers'professionalism.