• Journal of Nutrition and Health
• /
• v.45 no.4
• /
• pp.362-371
• /
• 2012

This study aimed at investigating the perception and action plans of the school breakfast program (SBP) proposed by nutrition teachers and dietitians at elementary, middle, and high schools in Gyeongbuk province. The survey was carried via questionnaires throughout April to May 2010. Two hundred ten questionnaires were returned (52.5%) and out of the total, 194 were used for analysis. Of the respondents, 73% disagreed and 27% agreed to the implementation of SBP, although most respondents agreed to the importance of eating breakfast in children. The percentage of disagreement was higher among subjects with working experience of 15 years and more, age of 40 years and more, and those who were employed at elementary schools. The primary reasons of disagreement were 'eating breakfast with family is better' and 'it increases the cost of school foodservice'. The respondents preferred students' optional participation (62.9%) over universal participation (37.1%) of SBP. Action plans of SBP, which were proposed by nutrition teachers and dietitians, included direct operating system by the school, food delivery schedule prior to the day of serving, 2-3 hours of preparation time, serving food 50 minutes before the start of classes, and convenient style menu served at the school cafeteria. Efforts to lessen foodservice employees' workload as well as support from school principals and the Office of Education were suggested as prerequisites for a successful SBP implementation.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.2
• /
• pp.103-128
• /
• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.

• Journal of the Korean Society for information Management
• /
• v.37 no.1
• /
• pp.51-78
• /
• 2020

Recently, the emphasis on self-directed learning and lifelong education is increasing the importance of school libraries in the curriculum. Accordingly, various studies have been conducted mainly from a structural, institutional and operational point of view. However, more research is necessary on the micro topics such as school library users' autonomous intrinsic motivations in the sense that school libraries play key roles in autonomy-based self-directed education. This study aims at finding out what types of school library use motivations are more important and the degree to which the use motivations affect the school library service quality based on the self-determination theory. In addition, this study examines how the use motivations and the perceived service quality vary depending on the school grade of the library users. Based on a focus-group-interview pilot study, a questionnaire survey was administered on the effects of school library motivations on perceived library service quality to 588 students from 5 high schools and 2 middle schools in Seoul. When the service quality and its components, service affect, information control, and library as place were set as dependent variables, in all these four cases, intrinsic motivations were more significant than extrinsic motivations. In addition, when middle school students and high school students were selected as separate analysis target groups, the results of both analyses show that the higher the intrinsic motivations were, the higher the perceived service quality was. The contribution of this study is that it applies the self-determination theory to school library service, measures the influence of motivation type based on the theoretical basis, and focuses on micro aspects to improve school library services.

• Korean journal of food and cookery science
• /
• v.27 no.3
• /
• pp.81-93
• /
• 2011

We investigated perception and educational demand for health functional foods among nutrition teachers and dietitians working in schools. The subjects were 229 nutrition teachers (57.2%) and dietitians (42.7%) working in Chungbuk elementary, middle and high schools. Approximately 67% of the subjects had experience consuming health functional foods. Most of the subjects did not have experience with the side effects after consuming health functional foods. Subjects who were unaware of the legal specifications, classification, and labeling standards for health functional foods (78-91.2%) were much more common than those who were aware of those issues. Most of the subjects perceived health functional foods as a food (45.0%) or as a product between a food and a medicine (44.5%). The subjects recommended themselves (43.1%) or medical doctors/pharmacists (40.8%) as consultation/education specialists for health functional foods. Approximately 66% of the subjects had experience conducting nutritional consultation/education in their schools, but only 3.2% had experience with health functional foods. Only 17.8% of the subjects had experience receiving education on health functional foods. Most subjects (88.2%) demanded education on health functional foods for themselves. The results suggest that an effective education is needed for nutrition teachers and dietitians working in schools for them to play an active role in educating students and their parents about health functional foods in the near future.

• Korean Journal of Community Nutrition
• /
• v.14 no.4
• /
• pp.441-450
• /
• 2009

The prevalence of obesity in children has steadily risen during recent years in developed countries. Child obesity has become a major concern to health providers since it has grown to epidemic proportions over the past few decades. This study was conducted to investigate the biochemical status, dietary habits and life styles according to the obesity degree among obese children residing in the Gyungbuk area. The subjects were 148 elementary school students (boy 103, girl 45) and classified as mildly obese (n = 56), moderately obese (n = 61) and severely obese (n = 31) by the obesity index. The average body weight and height increased significantly according to the obesity degree (p < 0.05, p < 0.001). Serum cholesterol concentration came under the normal level in all groups. Serum AST activity increased according to the obesity degree but it was not significant. Serum ALT activity increased according to the obesity degree (p < 0.05). Dietary habit score was lower significantly according to the obesity degree (p < 0.01). Life style of the subjects was significantly different for the level of 'healthy state (p < 0.05)', 'body perception (p < 0.01)', 'watching TV and video (p < 0.05)', 'normal sleeping hour (p < 0.05)' and 'degree of stress (p < 0.05)' according to the obesity degree. A positive relationship between obesity index and blood pressure, ALT has been shown in the subjects. Obesity index and dietary habit scores were negatively associated. Therefore, these results suggest that a practical nutrition-exercise education program for the prevention of child obesity should be provided to elementary school children. (Korean J Community Nutrition 14(4) : 441${\sim}$450, 2009)

• Journal of Gifted/Talented Education
• /
• v.26 no.3
• /
• pp.427-447
• /
• 2016

The purpose of this study was to investigate science gifted education recipients' perception through importance-performance analysis regarding gifted education program, and explore reinforcements and improvements for providing an education program to meet the needs of science gifted. For this study, we developed an questionnaire and conducted a survey of 288 university students who had experience of receiving science gifted education. The collected data was analyzed by SPSS 20.0 in order to analyze difference between importance and performance which recipients perceived, paired t-test was conducted. Moreover, to investigate improvements for education program, Importance-Performance Analysis(IPA) was conducted. We deduced the following from the analysis. The performance is in general lower than the importance which recipients perceived regarding experienced education program. There was a differential needs in the type of education program depending on the school level. In other words, they were perceived 'education based on experiences' as effective education program for elementary school students; 'education based on inquiry activities' for middle school students; and 'education based on research activities 'for high school students. But, career education and leadership program was included in domain of urgent improvement regardless to the school level. This study has different signification from previous research in that was analyzed gifted education program considering the splashdown effect.

• Korean Journal of Biological Psychiatry
• /
• v.25 no.3
• /
• pp.53-59
• /
• 2018

Objectives The purpose of this study is to investigate the differences between a attention deficit hyperactivity disorder (ADHD) group and a general student group in terms of the perception of the residential environment and periodic activities outside the classroom. Methods The patient group consisted of 62 outpatients or inpatients at the Department of Pediatric Psychiatry, and 49 patients diagnosed with ADHD were selected. For the control group, 3727 youths in elementary schools, middle schools, and high schools of one city were asked to fill out questionnaires. Of the 1717 respondents who responded to the questionnaires, 245 were selected for a patient-controlled study. The differences between the patient group and the control group were compared using the chi-squared test (${\chi}^2$ test). Results There was a significant difference between the patient group and the control group in areas where students responded by "My neighborhood is dirty and littered (p < 0.05)". There was also a significant difference between the patient group and the control group in terms of having more than one club activity per month (p < 0.05). Conclusions It was found that the patients with ADHD are more aware of perceived negative aspects of the area in which they reside, thus reflecting their anxiety. In addition, it was also found that the patient group did not partake in as many social activities as the control group.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.1 s.39
• /
• pp.1-16
• /
• 2006

The purpose of this study was to investigate the relationship between the adolescent's perception of marital conflict and the parents-children communication. The subjects of this study were 480 adolescents from 3 middle school in Seoul and Gyung Ki-Do. The main results are as follows; First, Marital conflict, perceived by adolescent is not generally high level and the disposal utility factor by adolescent form is higher compare with other numerical index , the contents by adolescent is perceived lower compare with numerical index. Second, the students are mostly having open communications with their parents, but usually more open communications with their mothers. Third, perceiving marital conflict by the adolescent and communication between parents-adolescent is the less the students are conscious of parents conflict, the more the students have open communication with their parents. The higher Being conscious of marital conflict, the more the students have trouble communication with their parents.

• Journal of Korean Academy of Nursing
• /
• v.37 no.5
• /
• pp.703-714
• /
• 2007

Purpose: The purpose of this study was to evaluate the effects of a mentoring program to improve the exercise and dietary habits of adolescents. Methods: A non-equivalent control group, pretest-posttest design was used. The independent variable was a mentoring program for improvement of exercise and dietary habits of adolescents, in which the mentors were nursing students and the mentees were female middle school students. The dependent variables were weekly exercise frequency, weekly exercise time, perception of exercise benefit, frequency of vegetable intake, and dietary habits. The intervention was conducted by various methods such as group education, individual approach through the mentor-mentee relationship, and multimedia approaches. Results: At follow-up, the perception of the exercise benefit was significantly greater in the intervention group than in the control group. The weekly exercise frequency and frequency of vegetable intake in the intervention group were significantly greater after the intervention than those before the intervention. Conclusion: This mentoring program is potentially of an effective health promotion program for adolescents and will enable nursing students who participate in the program as mentors to gain confidence in their professional capability.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.857-879
• /
• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.