• 한국생활과학회지
• /
• 제13권2호
• /
• pp.195-213
• /
• 2004

The researcher worked with 1001 middle and high school students so as to inquire into the family-related variables affecting the adolescents' school maladjustment from the results of the average, standard deviation and multiple regression analysis. The followings were the major findings. 1. The study activity was the first thing that the subjects did not adjust among their school life and the relationship with teacher, with opposite-sex friends, the rule-keeping and the friendship were the next in the order. 2. The researches on family-related variables affecting the school maladjustment were performed by gender (male / female), gender/school(male and middle / male and high / female and middle / female and high), school(middle / high) and system(academic / vocational). The most influential variables were the structural environment one in case of male students and male and middle school students; the parent-relationship one in case of female students, female and middle school students, female and high school students, middle school and vocational high school students; and the physical environment one in case of high school students, male and high school students and academic high school students.

• 대한후두음성언어의학회지
• /
• 제9권1호
• /
• pp.53-58
• /
• 1998

Objectives : To compare the voice quality and voice problems of untrained professional voice user groups with that of normal control group without voice problem. Materials and Methods : The sustained vowel sounds of 13 male and 36 female teachers, 46 clergies and 15 telephone operators, and 40 normal male and 20 normal female persons were analyzed, using a videostroboscopy and acoustic analyzer. Together with these analyses, a questionnaire associated with risk factors for current and past voice problems was handed over to the patients. Results : The most common symptom in subjective groups was the voice fatigue. In stroboscopic examination, the professional voice user groups shelved functional voice disorder findings regardless of the Intensity of voice use. In the clergy and teacher using loud voice, vocal polyp, vocal nodule and hyperfunction of laryngeal muscle were frequently observed. In the clergy and telephone operator, jitter and shimmer were significantly increased. In the female teacher, the value of jitter, fundamental frequency variation and fundamental frequency were statiscally significant. However, the voice of male teacher showed no significant findings in the acoustic and aerodynamic studies. Conclusion : In the management of voice problems for untrained professional voice user groups, it is important to find the exact causes and patterns of voice problems, and to be individualized the management according to the causes.

• International Journal of Computer Science & Network Security
• /
• 제22권4호
• /
• pp.47-52
• /
• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• 한국과학교육학회지
• /
• 제16권4호
• /
• pp.401-409
• /
• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• 한국학교ㆍ지역보건교육학회지
• /
• 제1권1호
• /
• pp.61-82
• /
• 2000

The purpose of this study was to find out the general problems of school food service and to explore a way to improve it, by examining elementary school teacher's consciousness and attitude toward it that gave a big impact on children's development of food habit. For attaining the purpose, the following research questions were posed : 1) What's elementary school teacher attitude toward school food service management? 2) What's elementary school teacher attitude toward school food service effect on children? 3) What's elementary school teacher opinion about how to develop school food service? The subjects of study were 328 male or female teachers who served at elementary school in urban and rural area, including eup, myon, or farming and fishing villages, Kyonggi province. A questionnaire survey was conducted over them. The conclusions were as follows: 1) Teacher Attitude Toward School Food Service Management Concerning food service place, the subjects were more satisfied at food service room(73.3%) than at classroom(23.0%). They responded that food service room was more effective, than classroom, for food transportation, distribution and post-arrangement. Their satisfaction at food service place was significantly different. The older teachers considered personnel management and cooking room's sanitary management to be more efficient, and their age made a significant difference to their consciousness of these things. Many teachers(63.1%) thought the measures to prevent and manage group food poisoning were relatively efficient. The male teachers expressed more affirmative view on the efficiency of school food expense management and menu preparation than female teachers, and there was a significant disparity between male and female teachers. 2) Elementary School Food Service Effect School food service was thought to be very effective for physical growth(74.1%) and physical strength improvement(70.1%). Teachers at smaller school revealed more affirmative response toward school food service effect on correcting an unbalanced diet, and older teachers considered its effect on nutrition knowledge acquisition and learning outcome to be more great. Teachers at larger school put less value on its effect on table manners, and school size produced a significant difference. The number of teachers who thought school food service generally raised parent concern and support for school(36.6%) was a little more than that of teachers who didn't think so(15.2%). And the number of teachers who didn't consider its effect on improving parent food life to be good(29.3%) was slightly more than that of teachers who did. 3) School Food Service Reform Measure What's most urgently needed for better school food service management appeared to be an expansion of facilities concerned, followed by more effective food distribution and transport, cooking room's better sanitary management, more successful food poisoning prevention and management, more effective food expense management, and an increase of food service personnel in the order named. The most effective means of school food service education was found to be a creation of link system to family, followed by a development of school food service education program, a development of teaching materials, an insertion of school food service in curriculum, and teacher education in the order named.

• Educational Technology International
• /
• 제12권1호
• /
• pp.95-124
• /
• 2011

Teachers' perception on educational attributes of new technologies can be dealt with a critical factor for enhancing educational effectiveness through using new technologies in education. The present study attempts to identify teachers' perceptions on educational attributes of cutting edge technologies established through a government-driven educational agenda, "The rural public school model", To achieve this purpose, e-survey was conducted for analyzing the differences of teachers' perceptions on educational attributes of TPCs, e-Whiteboards, and Fastel according to teachers' working areas, school levels, teaching experiences, and training experiences. Participants were 123 elementary school teachers (male:62, female:61) and 66 middle school teachers (male:37, female:29) who are working in the rural public model schools (Gyeonggi: 29, Chungcheong: 12, Jeolla: 30, Gyeongsang: 88, Gangwon: 22, Jeju: 8). The results are as follows: firstly, there were statistically significant differences according to regions, but no significant difference according to school levels; secondly, significant differences in teacher's perceptions on educational attributes of TPCs and Fastel according to teacher's teaching experiences were not shown; thirdly, differences in teachers' perceptions according to their training experiences were meaningfully significant in terms of three new technologies, Based on research results, the implications and further studies are suggested in order to increase educational effectiveness and efficiency for using the technologies.

• 한국과학교육학회지
• /
• 제24권4호
• /
• pp.748-757
• /
• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• 한국학교보건학회지
• /
• 제3권1호
• /
• pp.19-47
• /
• 1990

The purpose of this study was to investigate the high school teachers' sexual knowledge, attitude and their need of sex education for the students in Seoul. These data were collected by questionnaire in Oct. 1989. The result was compared by the type of teacher (school health nurse and high school teacher), involving in sex education or not, age, marital status and religion. The major findings of this study were as follows: 1. The mean score of sexual knowledge of the school health nurses was higher than the high school teachers. (P<0.05) (the average correct answer rate:the school health nurses=80.85%, the high school teachers=62.65%)Female teachers who were involved in sex education got higher score than the male high school teachers and female teachers who were not. (P<0.05) The married female high school teachers got higher score than never-married. (p<0.05) 2. About the sexual attitudes, the respondents were asked in the Likert's four-point scale with 3 groups of questions that were anatomical and physiological terminology about sex, normal sexual life and immoral sexual life. About anatomical and physiological terminology about sex, they had a little positive feeling. (mean score= 2.62) The school health nurses and the male high school teachers had more positive feeling than the female. (P< 0.05) Also the aged and married male high school teachers had more positive feeling than others. (P<0.05) About normal sexual life, they had a little positive feeling and moderately permissive attitude. (feeling mean score=2.96, attitude mean score=3.23) The school health nurses and the male high school teachers had more positive feeling than the female. (P<0.05) And the male high school teachers had more permissive attitude than the female. (P<0.05) About immoral sexual life, they had strongly negative feeling and conservative attitude. (feeling mean score =3.49, attitude mean score=3.35) The school health nurses the female high school teachers had more negative feeling and conservative attitude than the male. (P<0.05) And the male protestant high school teachers had more conservative attitude than no-religion group. (P<0.05) 3. There was a weak correlation between sexual knowledge and attitude. 4. There was no significant difference about starting of sex education between the school health nurses and the high school teachers. (P>0.05) Generally, they answered that the starting of sex education about physical growth and development could bp given with the students' physical growth and development. But for the sex education about emotional and social development, they answered that the education should be given later than the emotional and social development of students. 62.1% of the school health nurses did sex education and 36.5% of the high school teachers did. The common contents of sex education were intersexual-fellowship(date), venereal disease and marriage. And the education about abnormal sex-behavior. divorce and sexual intercourse was given rarely.

• 한국콘텐츠학회논문지
• /
• 제13권9호
• /
• pp.485-494
• /
• 2013

예비보육교사의 보육교사적성을 파악하고 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수 효능감에 어떠한 영향을 미치는지 살펴본 주요결과는 다음과 같다. 보육교사적성 중 영유아에 대한 친화력에서 남녀 차이가 있음이 밝혀졌으나 다른 영역에서 차이가 없음을 보여 보육교사의 성보다는 보육교사직에 대한 소망과 자질이 중요함을 시사한다. 또한 보육교사적성 중 업무에 대한 소명감이 보육교사전문성 인식을 의미있게 설명하는 변인으로 밝혀졌고, 창의성과 자기계발, 영유아에 대한 친화력, 수용성과 민감성, 안전관리능력이 보육효능감을 의미있게 설명하는 변인으로 나타났다. 마지막으로 창의성과 자기계발이 다문화교수효능감을 설명하는 주요변인으로 밝혀져 예비보육교사가 창의성을 가지고 자신을 계발할 수 있도록 지도하여 다문화교수역량을 높일 필요성이 있음을 시사한다.

• 한국환경과학회지
• /
• 제11권7호
• /
• pp.611-620
• /
• 2002

The purpose of this study was to analyze the elementary school teachers＇perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled｀Environmental Pollution and Protecting Nature＇showed the highest preference, whereas the unit for fifth graders titled｀Structure and Functions of Plants＇showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.