• Communications of Mathematical Education
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• v.21 no.3
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• pp.451-466
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• 2007

Geometry in school mathematics is the field that has the possibility of diverse approach such as Synthetic Geometry and Analytic Geometry. Synthetic Geometry is handled in middle schools and Analytic Geometry in the first year of high schools. Therefore, this research show for the possibility of using Synthetic Geometry in high schools which was learned already in middle schools and the way of integrating both of them concretely. This is expected to help students understand the mathematical meaning of figures a lot.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• Journal of vocational education research
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• v.36 no.1
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• pp.1-22
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• 2017

This study examined the process of admission selection of vocational high schools and meister high schools and how the process have been utilized by schools to select appropriate students and by students to make decisions for application in consideration of their interests, aptitudes, and career paths. To address the purpose of this study, Focus Group Interviews(FGI) were conducted with three groups of participants: vocational high schools and meister high schools teachers, high school freshmen' parents, and middle school teachers who had many students advanced to vocational and meister high schools. The findings indicated that during the promotion process, schools made efforts to attract students with higher GAP and provided information mainly regarding employment rate instead of curriculum or program of majors. Since schools usually visited middle schools where higher GPA students were, not all students had balanced opportunities of high school promotions and enough information about majors. For the application process, the schools placed a high value on scholastic performance while students applied high schools considering their interests, aptitudes, and career paths. In terms of admission type and criteria, the high school teachers reported no big differences between special admission and general admission while students took advantage from the special admission process which was less competitive than general admission. Based on the findings, a number of suggestions were made in order to improve the process of admission selection of vocational high schools and meister high schools.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1135-1145
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• 2009

This study was conducted to investigate the situation of internal facilities and sanitary management of elementary, middle, and high school foodservice in Chonbuk area. Self administered questionnaires were collected from 252 nutrition teachers and school dietitians. Statistical data analysis was completed using a SPSS 11.5 program. The results are summarized as follows: Approximately 99.2% of the subjects were women and those who were married accounted for 76.6%. Those in their 30s to 40s accounted for over 87%, those with more than 11 years experience accounted for 56.8%, and those 69.0% were regular nutrition teachers. Among the 280 school foodservice systems, 51.6% of the schools were located in urban areas and 48.0% in rural areas. About 68% of the schools prepared meals the conventional way and 32.3% prepared them the commissary way. The number of employees accounted for in the schools was 37.7% with 1 to 3 employees, 27.8% with 4 to 6 employees, and 25.4% with 7 to 9 employees. About 54% of schools have an expectance of school meal service for more than 11 years. However 67.5% of their facilities had not been remodeled since the implementation of the foodservice. As a result of the conditions of the school foodservice facilities, there were significant differences between elementary and middle & high schools; preparation room (p<0.01), toilet (p<0.01), and boiler room (p<0.01). About 62% of the nutrition teachers responded that they were dissatisfied with the situation of the facilities (e.g. size and materials of the kitchen, heating and cooling systems). The washing and disinfection methods in elementary, middle and high schools were very different, because they had no sanitizers and disinfectant guidelines. Therefore the governmental regulating agencies must review and approve of the plans prior to new construction or extensive remodeling of the school foodservice facilities. In addition, we suggest that it is necessary to provide practical sanitizers and disinfectant guidelines and other useful education.

• Nutrition Research and Practice
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• v.11 no.5
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• pp.402-411
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• 2017

BACKGROUND/OBJECTIVES: The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. SUBJECTS/METHODS: This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. RESULTS: The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ${\pm}3.2$; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. CONCLUSIONS: This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.693-711
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• 2009

One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.

• Journal of the Korean Institute of Educational Facilities
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• v.26 no.3
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• pp.25-32
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• 2019

Current, integrated schools are small schools in rural areas and old towns with declining population, or special purpose middle and high schools. And new residential districts in urban areas including Seoul have also been established in integrated schools. In particular, the number of school of central investment evaluation for integrated schools in urban areas is increasing. In this way, integrated schools, which have been mostly implemented in small rural areas, are being introduced as new ways to establish schools in urban housing development areas where the number of students is small or the number of students is difficult to predict. However, many studies of integrated school have been limited to appropriate scaling of small schools in rural areas, school management methods, and satisfaction surveys. The study of integrated school in urban areas is also focused on the study of architectural planning. In addition, there were limitations in suggesting the comprehensive establishment plan of schools or approaching urban planning when developing housing complexes. The purpose of this study is to suggest efficient establishment plan of integrated school in the development of urban housing complexes.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.561-568
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• 2017

The purpose of this study was to analyze effectiveness of Jeonnam Innovation School based on comparison of 'democratic school management,' 'curriculum,' 'learning community,' and 'satisfaction with education,' between general schools and innovation schools. For the study, a survey was conducted among 24 innovation schools and 24 general schools, with 912 students of the innovation schools, 913 students of the general schools, 99 teachers of the innovation schools, 99 teachers of the general schools, 101 parents of the innovation schools, and 103 parents of the general schools as respondents. In the result, innovation schools showed higher effectiveness than general schools, especially in the middle schools in comparison to the elementary schools. The difference in effectiveness between innovation schools and general schools was greatest in 'democratic changes of the school' and 'satisfaction with education' according to the responses from the teachers, students, and parents.

• Korean Journal of Community Nutrition
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• v.2 no.3
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• pp.406-416
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• 1997

Teacher's satisfaction with school lunch programs run by foodservice(FS) management types were surveyed with questionnaire at 5 middle and 4 elementary schools. The 88 middle and 104 elementary school teachers who participated and schools' FS management were of 5 types : self/conventional, contracted/conventional, contracted/commissary and contracted/dosirak delivery. Most teachers knew correctly their schools' present FS management types and thoroughly understood the main reasons for needing school lunch program with proper nutrition, better taste and balanced diets in addition to the first reason its less work than preparing homelunches. Teacher's satisfactions with their present school FS were high in self/conventional and contracted/conventional and was very low in contracted/commissary and contracted/ dosirak Taste, hygiene, nutrition and dining facilities in turn were pointed out to be improved : firstly hygiene in the self and firstly taste in the contracted. Particularly dining-rooms were found to have narrow space, uncomfortable chairs and tables, unclean, and having unpleasant smells. Teachers observed that the overall students' food habits such as eating more various foods and better table manners through that school lunch programs, particularly the self-managed types were improved. Conclusively most teachers emphasized school lunch programs to be continued and preferred self-managed types and contracted/conventional types as the second best in having less work to manage, better, taste, nutrition and hygiene, less cost and better nutrition education in turn. And they thought school founders should handle the finances needed to newly establish or repair the school FD facilities, otherwise provided with the partial aid of student's parents.

• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.1-18
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• 1995

The purpose of this study was to investigate the teachers’attitudes toward the middle and high school student uniform. The questionnaire included independent variables about teacher themselves and school surroundings, and questions about teachers’attitudes toward school uniform. The participants were 316 middle and high school teachers in Chonbuk province. Means, standard deviations, frequencies, and percentages were calculated. ANOVA test was used for differences and scheffe-test was followed. The results were: 1. Teachers were content with “Students in uniform are upright and look more studentlkie.”“It’s easy to supervise students outdoors.”, and “There’s few efficiencies in coping with the temperature alternating.”, “Students in uniform hardly can reveal their originality.”and “It’s inconvenient for the students to be dynamic in uniform.” 2. Teachers in high schools and in private schools showed more positive attitudes toward uniform. And the male teachers, teachers graduated from general college, married teachers, and teachers who have a career of more than 20 years showed more positive attitudes toward uniform. More variables concerned about teacher themselves showed more significant differences than those about school surroundings. 3. Most of teachers showed positive attitudes toward uniform. The rank order of the reasons for the teacher’s positive attitudes were “Students in uniform are upright and look more studentlike.”, “It’s easy to supervise students outdoors.”, and “There’s no noticible distinction between the rich and the poor students.”The rank order of the reason for the teachers’negative at titudes were “Student in uniform could hardly reveal their originality.”, “It’s inconvenient for the student to be dynamic in uniform.”, and ”As they have to get the street clothes besides, economic burden becomes double in reality.”4. More than half of the teachers who are working at schools with uniform showed positive attitudes toward uniform. The rank order of reasons for the teachers’positive attitudes were “Students in uniform are upright and look more studentlike.”,“It’s easy to supervise students outdoors.”and “Economic burden could be decreased.”“The rank order of the reasons for the negative attitudes were “It’s inconvenient for the student to be dynamic in uniform.”, “Students in uniform could hardly reveal their originality.”, and “Students cannot feel free in mind with uniform.”5. Teachers overall showed positive attitudes toward uniform whether they work ar schools with uniform or without it.