• Human Ecology Research
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• v.55 no.1
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• pp.81-92
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• 2017

Father participation in child rearing is gaining its importance in the field of child development. Previous literature consistently suggests the importance of parental efficacy and educational support on children's school life. However, studies which that focus exclusively on the role of the father's role are highly limited. Based on previous literature, we hypothesized that parental efficacy would directly and indirectly affect children's school life via parental educational support at home. We aimed to expand on the previous literature by exploring the relations within fathers. Participants were 662 fathers whose children attended elementary, middle, and high school. We measured parental efficacy, educational support at home, and their children's school life were measured. Descriptive statistics were first conducted to investigate the general features of participants as well as the correlations between study variables. The research model was analyzed using structural equation modeling in AMOS 20.0. Results proved the direct effect of father's parental efficacy on father's educational support at home as well as children's school life. Fathers' educational support at home mediated the effect of parental efficacy on children's school life. Our results suggests that fathers who perceive themselves as efficient parents provides a higher level of educational support at home for their children; consequently, children of those fathers in turn adjust better in school and achieve higher grades. Also, the father's parental efficacy also indirectly exerts positive effects on children's school life via heightened educational support at home. An importance of paternal participation and support in child rearing and education was highly suggested. Relevant policy issues regarding paternal educational support were discussed.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.111-130
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• 2018

In that all aspects of education can be compared from an international perspective, Comparative Education can share research subjects with most of the subdisciplinary study of Education. Especially Educational Finance and Economics, which is an important part of institutions and policies of education, has been one of the important areas in Comparative Education studies. In this regard, this paper summed up the relationship between Comparative Education and Educational Finance and Economics. Not only for the development of Educational Finance and Economics itself, but also in point of view of Comparative Education, it is as follows to discuss several tasks for Educational Finance and Economics to develop from now on. First, it is necessary to diversify the methods and approaches to Educational Finance and Economics. Comparative Educational studies or exploration on Educational Finance and Economics should require additional analysis from a variety of perspectives. Second, more efforts should be made to establish an independent theoretical framework for Educational Finance and Economics. Comparative Education may also be interested in international comparisons of these theoretical orientations or directions of Educational Finance and Economics. Third, we have to secure the identity of the Korean Educational Finance and Economics. Various comparative educational studies on Educational Finance and Economics of Education from an international perspective should be attempted on the basis of indigenous and independent Educational finance and Economics. Educational Finance and Economics are areas in which comparative educational analysis is needed more than any other study field of Education. We look forward to more active research on Educational Finance and Economics in the future from a comparative educational standpoint.

• Journal of The Korean Association For Science Education
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• v.25 no.1
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• pp.57-77
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• 2005

This review is aimed at the understanding of learning in field-trips relating to education in outdoor activities. The review specifically concerns what studies have been undertaken by seeking evidence from research published between 1950 and 2004. The review indicates three common arguments on learning during field-trips. First, the learning in an informal learning environment based on first-hand experiences is most significant when it has meaning for the learner from field-trips. Second, learning aims and strategies in field-trips have evolved along with world-wide concerns towards the environment. Third, the experiences from field-trips can impact significantly on students' cognitive and affective learning. However, the research of field-trip experiences from outdoor activities has focused on learning outcomes far more than on the learning characteristics which facilitate students' learning. Therefore, further study is required, which can provide clear evidence on how such learning characteristics through field-trips can help studentsto successfully attain educational goals.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• The Journal of Sustainable Design and Educational Environment Research
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• v.7 no.2
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• pp.30-46
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• 2008

In this study, were prepared after statistical analysis was conducted of assessment items and marks distribution for the selection of executors of the BTL project. When tests of the degree of dispersion and degree of appropriateness for each assessment item were analyzed, it was found that the degree of dispersion among assessment points has the power of discrimination since it is highly marked in the design field and operation management field. In contrast, 'business management plan' and 'investment composition for economic quality assessment' have a low level of the power of discrimination since points given to them have smaller difference between business projects.

• Journal of the Korean Society of Costume
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• v.19
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• pp.75-81
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• 1992

The clothing industry is going through very rapid and innovative automation in almost all processes from the initial design of clothing to the dispatch of the products to the retailer. Educational bodies in teaching clothing and textile techniques should offer courses that enable students to grasp the concepts and potential of automation so that they can confidently cope with further development when they enter the real world of the clothing and textile industry. The article suggests how and what to teach about automation and, gives an overview of the current state of automation in the field of clothing and textiles. What to Teach about Automation. $\cdot$What is the automation of the clothing industry\ulcorner $\cdot$The benefits of, and obstacles to automation in the clothing industry. $\cdot$How to automate the manufacturing process. $\cdot$Recent developments in automation machinery. $\cdot$How to Teach about Automation. $\cdot$Install available machinery at the educational institute and train the students. $\cdot$Practical 'in the field' work experience. $\cdot$Visite to textile machinery exhibitions and industrial sites. $\cdot$Using audio-visual methods. $\cdot$Participation in research projects to develop automatic systems.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.81-90
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• 2002

The purpose of this study is to create an approach to architectural planning centered on an Biotop-space Factor, with the purpose of applying environmentally friendly architecture to school buildings. For this, the notion of ecological schools is defined, and possible use of the planning standard is studied as a means by which ecological school planning can be carried out. As a result, ecological schools can be viewed as (1) the field of education, (2) the field of logical community and (3) a stronghold of the ecological environment. And The possible creation of a quantified goal and level at Ecological school planning is also reviewed with the Biotop-space Factor.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.462-472
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• 2008

Education is a field that has tried to make use of the advantages of computers since they were introduced to the world. Intelligent Tutoring System and multimedia have become methods of teaching students of Computer Science, Education, Psychology, and Cognitive Science. Until now, they have been designed and produced only on the basis of a very specific domain and format. However, in the education field, most learners ask for integrated service that is practical, realizable, and sensitive to technological change. Therefore, in this study, we would like to present the technological and formal integration model as an ITS model which acknowledges changes in the fields of technology and education. As a technological integration model, the integration model of traditional Symbolic Artificial Intelligence and Artificial Neural Networks was presented. As a formal integration model, three integration models were presented according to (a) the process of learning diagnosis (b) learners' action behaviors (c) intelligence service respectively.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.4
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• pp.4-13
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• 2008

This study intended to put information regarding space composition and functional relationship together and analyze them, and finally offers some suggestions. For the field survey, built questionnaire and drawings analysis were used in this study. Architectural programming offers basic information for design : putting field survey factors together and analysing them. It interacts with each part of design as well. In the initial stage of architectural design, the quality of information is very decisive in the quality of design. In this sense, analysing basic information such as floor space compositive system is required to rationalizing space and functional programing in the elementary school design.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.4
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• pp.45-56
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• 2011

The purpose of this study is to suggest the application method of CPTED for safer schools. For the evaluation of the school safety, we invented the school survey checklist based on the principles of CPTED such as natural surveillance, access control, maintenance, and activity support. The checklist is consisted of three parts of schools including boundary, outside of the building, and inside of the building. For the field survey of schools, the 30 schools(elementary, middle, and high school) were selected in Seoul and Kyong-gi area as the crime rate. The result of this study shows the safety score for the most of schools were not satisfied. In addition, we realized the diverse strategies to enhance the school safety should be applied to schools in terms of CPTED. The detailed findings and policy implications will be discussed in the context.