• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.141-156
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• 2004

The purpose of this study was to examine the relationship between marital satisfaction and job performance among secondary school married female teachers. The subjects of this study were 237 married female teachers who worked in middle-and high-schools in Seoul and Gyeonggido. To gauge how they were pleased with their married lives. Lee Jeong-ryeon(1987)'s scale that was based on Synder's scale and made up for its segment about relations with family-in-law. As for job performance. Yun Gyeong-hye(2001)'s scale that was based on Son Jeong-hwan(1990)'s teacher job scale was employed. For data analyses. t-tests. ANOVAs. Scheffe tests for pairwise comparison. Pearson's correlations were utilized. The findings of this study illustrated that the marital satisfaction of the secondary school married female teachers were significantly related to their job performance. This indicated that their marital satisfaction served to enhance their job performance. and furthermore. that could be said to determine the quality of school education.

• The Journal of the Acoustical Society of Korea
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• v.35 no.2
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• pp.92-101
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• 2016

There are many results in which acoustical conditions of a classroom play an important role for studying effects and academic achievement of students. However, there are very few guidelines or design proposals which could make appropriate acoustic environment when classrooms are built or renovated. The present study suggests various design proposals satisfying acoustic standards of classrooms based on theoretical calculation and acoustic field experiments. At first, minimum area of sound absorption was calculated which is required to satisfy the acoustic standard for domestic middle and high schools. Also, room acoustic measurements were carried out in order to investigate the acoustic performance of an existing classroom by changing interior finishing materials on ceiling and rear walls. As a result, it was revealed that reverberation time standard below 0.8 s can be acquired even if there is no sound absorption on ceiling which is a general practice executed in Korea. Specially, it was found that if partial area of ceiling would be treated as reflective with the ratio of sound absorption and reflection as 2:1, almost similar acoustic parameters of $C_{50}$, $D_{50}$, RASTI (Rapid Speech Transmission Index) and higher sound levels could be acquired in comparison with the case of entire sound absorption on ceiling.

• Journal of the Korean Data Analysis Society
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• v.20 no.6
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• pp.3201-3209
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• 2018

The purpose of this study was to explore the factors predicting increased usage hours of smartphone among adolescents. Secondary data was analyzed to be collected from a nationally representative sample of 2017 Korean adolescents. This study sample included 54,601 students in middle or high schools of Korea. The collected data were analyzed SPSS version 23.0 program for frequency, percentage, mean, standard deviation, t-test, ANOVA, Pearson's correlation coefficient and binary logistic regression analysis. In the results, the mean usage hour of smartphone among the adolescents was 28.42 (SD 23.30) per week. Analyses of the differences in usage hours of smartphone according to research variables were found that the groups of lower level of study (F=1361.067, p<.001) and sociality content type (F=761.549, p<.001) spent more time, as compared to the other groups. The logistic analysis showed the predictive factors for increased hour of using smartphone were smartphone usage for sociality (OR: 2.44, 95% CI: 2.26-2.64) and peer group counselor (OR: 1.49, 95% CI: 1.49). Conclusionally, the findings of this study suggests that it needs to understand cause or purpose of smartphone using of adolescent and to cope and educate on the cause.

• The Korean Journal of Elementary Counseling
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• v.11 no.3
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• pp.427-446
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• 2012

The purpose of this study was to investigate the influence of stress in families of children with disabilities upon a problem-solving ability based on a buffering effect of family resilience through life cycle. To achieve this purpose, the subjects in this study was 546 parents who have kindergarten, elementary, middle & high school students in special schools. The date for this study were derived from questionaries and the answer sheet was analyzed by SPSS(VER. 14). A descriptive statistics, correlation analysis, hierarchical moderating regression analysis were used to investigate the general information and the difference of perception between groups. The findings of this study were as follows: Higher belief system, higher organization type, higher communication process of the family with disabled children tend to appear more positive influences on buffering effects for stresses of family and solving-problem abilities. Findings from the current study demonstrate that the buffering effect of family resilience indicate to have positive influences on the relationship between the stress and the problem-solving ability in the family with disabled children.

• Journal of dental hygiene science
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• v.5 no.4
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• pp.205-209
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• 2005

The number of workers in the study were 831 in their academic backgrounds are 53.6% workers who graduated from high schools 80.7% of the subjects replied that their economic state belonged to the middle class. 55.7% brushed their teeth at least three times a day and 58.7% of them brushed their teeth after they had dinner. In questions about living habits, 68.4% were found to drink alcohol, among whom 55.7% had more than one bottle of So-ju. As well, 57.7% of the subjects smoked, among whom 34.8% smoked half the pack or one whole pack of cigarettes a day and 30.0% had smoked more than 10 years. The result of oral examination showed that 25.9% had more than 1 decayed tooth, 14.8% had their teeth missing, 42.2% suffered periodontal diseases, and 11.7% had problems with wisdom teeth.

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.107-122
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• 2004

To correctly plant the value of sex to the juvenile, we cannot overemphasize the importance of the sexual education in schools. Therefore, the study for teachers' consciousness and view of sex is also necessary, because they are subjects of education and role-models of sex of their students. Especially, if teachers are over fifty in age, it is more important, because it is obvious, as they are in positions of managers and directors of education, that their view of sexual value and consciousness are influencing the aim of education and the course of education. Hereby this study was conducted to check their sexual consciousness, attitude, and condition and to prepare for the basic data needed for the development of a sexual education program suitable to them. The methods of the survey of this study are applied by modifying or supplementing those of precedented studies. They are used after analyzing reliance of items according to Cronbach's $\alpha$ figure calculating law, and modifying or supplementing items lower in reliance. The questionnaire survey was conducted among 1,000 randomly selected from teachers working in middle and high schools in Korea from June 14th in 2004 to June 30th. The survey analyzed 632 questionnaires suitable to it. The outcomes of the survey of this study are like the following: First, the objects of the survey consist of 64.6% men and 35.4% women. Among them, 41.1% are under fifty and the rest are over fifty. As for the periods of marriage, 15.5% are unmarried, 16.3% are under ten years, 18.0% are between ten and twenty, and 50.2% are over twenty. Second, with reagard to sex, 25.6% admit the necessity of a heterosexual friend. 32.0% say that they are conservative to sex. 54.1% are taught sexual education. 67.1% attribute sexual education to nursing teachers. Third, among those who answer that they enoughly know the concept of sex, seenig by age, 25.0% are under fifty and 58.1% are over fifty. Seening by the periods of marriage, 9.2% are unmarried, 28.2% are under ten, 49.1% are between ten and twenty, and 59.0% are over twenty. Among those who answer that they enoughly know the concepts of sexual harassment and sexual violence, seenig by age, in the turns by above-mentioned order, each 47.7% and 76.3%. Seening by the periods of marriage, each 9.2%, 28.2%, 49.1%, and 59.0%. Fourth, among those who answer that "teachers also need sexual education and sexual counsel," by age, each92.7% and 91.4%. By the periods of marriage, each 89.8%, 95.2%, 89.4%, and 92.4%. As a matter of course, we can infer the necessity of the sexual education and sexual counsel for teachers. Fifth, among those who answer that they are satisfied with their sexuality, by age, each 41.1% and 61.3%. By the period of marriage, each 4.1%, 63.1%, 64.1%, and 61.5%. As for the sexual desire like spiritual intercourse, physical intercourse containing sexuality, by age, each 71.9% and 93.5%. By the periods of marriage, each 54.0%, 81.5%, 90.3%, and 93.0%. The survey shows that those over fifty and having long marriage are feeling the stronger desire towards sexuality. Through the outcomes of this survey, a few suggestions are possible: First, it is necessary to check of the teachers' view of sexual value and to study deep about the sexual tendency of them in twenties, thirties, and forties. It is to make them teach their students on the firm basis, and also to develop suitable sexual education and counsel program.

• Journal of Preventive Medicine and Public Health
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• v.17 no.1
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• pp.145-172
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• 1984

In order to assess the physical growth pattern of Korean Youth, the authors measured the body height, body weight, chestgirth and sitting height of 40967 persons (24832 males and 16135 females) from primary schools, middle and high schools and colleges of metropolitan (urban) and rural areas, and calculated the mene, standard deviation, standard error and coefficient variance of the body weight chestgirth, sitting height and various pertinent index by body height to demonstrate the standard physical growth and development by body height of sex and age. The following conclusions were obtained. 1. Physical growth and development: Rapid growth of physical growth in terms of body height has been observed among males in the age $7{\sim}15$ and among female $7{\sim}13$. Growth in terms of body height turned out to be slower among students of higher age by both sexes. The age of cross over between to sexes is between 10 to 13 years where upon girls out grows boys. Maximum annual growth were upon girls out grows boys. Maximum annual growth were both of 6.16cm from 8 to 9 years old and 12 to 13 years old for boys and 7.2cm from 8 to 9 and 6.1cm from 9 to 10 for girls. This indicates that girls enter a rapidly growing stage 2 years earlier than boys. Meanwhile, prominent improvement in body height of national students over period of ten year was noticed. 2. The distribution status of body height by age: The distribution status of body height by age were as follows; 7 year of age: boys-30cm range of body height from 104.0cm to 133.9cm, girls-27cm from 104.0cm to 130.9cm 8 year of age: boys-30cm from 116.0 to 145.9cm girls-33cm from 113.0 to 145.9cm 9 year of age: boys-30cm from 116.0 to 145.9cm girls-33cm from 113.0 to 145.9cm 10 year of age: boys-39cm from 116.0 to 154.9cm girls-39cm from 119.0 to 157.9cm 11 year of age: boys-45cm from 119.0 to 163.9cm girls-39cm from 122.0 to 160.9cm 12 year of age: boys-45cm from 125.0 to 169.9cm girls-42cm from 125.0 to 166.9cm 13 year of age: boys-45cm from 128.0 to 172.9cm girls-42cm from 128.0 to 169.9cm 14 year of age: boys-48cm from 131.0 to 178.9cm girls-36cm from 134.0 to 169.9cm 15 year of age: boys-42cm from 137.0 to 181.9cm girls-33cm from 137.0 to 169.9cm 16 year of age: boys-39cm from 146.0 to 184.9cm girls-30cm from 143.0 to 172.9cm 17 year of age: boys-39cm from 146.0 to 184.9cm girls-27cm from 143.0 to 169.9cm 18 year of age: boys-36cm from 152.0 to 187.9cm girls-27cm from 146.0 to 172.9cm 19 year of age: boys-30cm from 155.0 to 184.9cm girls-24cm from 146.0 to 169.9cm 20 year of age: boys-24cm from 158.0 to 181.9cm girls-l8cm from 149.0 to 166.9cm 3. Standard values of body weight, chest-girth and sitting height by body height of age were found all age groups from 7 to 20 years old and listed in tables from3-a to 16-a. 4. Standard values of relative body weight, relative chestgirth and relative sitting height by body height of age were found all age groups from 7 to 20 years old and listed in tables from 3-b to 16-b. 5. Standard values of physical and nutritional indices (Rohrer index, Kaup index, Vervaeck index and Pelidisi index) by body height of age were found all age groups from 7 to 20 years old and listed in tables from 3-c to 16-c.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

• Archives of design research
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• v.17 no.3
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• pp.221-230
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• 2004

Design textbooks for general education bring our attention to the education of design as a part of whole education. In this vein, this thesis tried to analyze and discuss on the current status of design education contents included in the 7th educational curriculum of the Art & Life. This study had a historical review of the contents of arts education as well as a review of theoretical contents in art education. Also this thesis analyzed five types of Art & Life text books currently used at high schools with weight given to the design and to the status of pictorial coverage in the text books. Finally, the thesis presented problems of design education through a comparative analysis of high school arts education and design education. Through the analysis, inequality of design contents in education was reported. It was clearly attributable to the backgrounds of text book writers. For example, authors with graphic design backgrounds tended to lack product and environment design concepts, while hand craft section of text books all showed a biased contents towards traditional Korean arts. In the analysis of pictorial coverage, similar to the composition of academic contents, coverage was concentrated in the graphic design areas; inequality in quantity of pictures found with a ratio of 1 to 4. In terms of areas of arts, design contents in text books were concentrated only in arts creation chapters among the 3 major areas of arts appreciation, understanding, and creation. Design education is attained in an atmosphere of creativity and the provision of ample teaching material. It is because diverse contents will generate the development of arts. When compared to design education curriculum of U.S. and Japan, these creativity put their focus of design education in the understanding and emotional contacts, so that every application is easily attained. In terms of expression learning, creativity and diversity of material are emphasized. From Kindergarten to middle, and high school periods, apparently the care contents of deign is emphasized. A textbook in the 7th education curriculum is one of the sources for education. In designing text books, learning process should be emphasized following subjects and natures of arts so that creativity can be achieved. Therefore, a systematic approach for design research and educational development for material would be needed in textbook design.