• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.309-337
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• 2013

The purpose of this study was to validate Preschool Child Observation Record-II developed by High/Scope for Korean preschool children. The subjects of the study were 255 children aged three to six attending child care centers and their head teachers. They were observed for at least two months and completed the Korean version of Child Observation Record-II(K-COR-II). K-COR-II consisted of six categories and 32 items which had five-level-rubrics. The results from an exploratory factor analysis identified one dimension of the scale, there was no evidence of discriminant validity even after face validity was examined. The concurrent validity and internal consistency of the revised scale were relatively high. Also, the mean between the upper and lower groups with regard to item discrimination showed significant difference. It was concluded that K-COR-II can be used as a valid and reliable instrument to various aspects of preschool children's development.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.1
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• pp.51-65
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• 2016

A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.335-352
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• 2008

The purpose of this research was to investigate the descriptive evaluation method that focuses on the problem solving process of the student. The goal was to evaluate the students' understanding of the subject rather than the students' ability to find the final answer. The descriptive evaluation is being suggested as a way of examining the thought process of the student by performing a structured analysis of the problem solving process. Today, there are not enough descriptive evaluation resources available for teachers to effectively carry out this alternative assessment method in the elementary school mathematics curriculum. This research is a case study on the development of resources for descriptive evaluation in grade 4 mathematics. We designed the development process for descriptive evaluation and its rubric for all 8 units of the 4-Na level of mathematics in the elementary school curriculum. Three descriptive problems were developed for each of the 8 units for a total of 24 problems. The rubric consisted of three areas of assessment, 1) understanding of the problem, 2) problem solving, and 3) mathematical communication. The problems were first pilot tested in two 4th grade classes. Modified problems were then tested in a different 4th grade classroom. The study showed that the three defined areas of evaluation framework (problem understanding, problem solving and mathematical communication) were measurable and analyzable using the developed grading rubric. We then conclude that he descriptive evaluation could be used as an effective tool for improving teacher performance in elementary school mathematics.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.203-220
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• 2009

The purpose of this study was to develop a rubric for assessing students' scientific argumentation. Through the analysis of relevant literature related to argument in science education for developing rubric, the procedure in development and the category in assessment for rubric were elicited. According to the general procedure in developing rubric, the standard for evaluating the argumentation derived three categories such as a form, contents, and attitude. The form category was further segmented into sub-functions composition, claim, ground, and conclusion in the whole. The category for contents was segmented into sub-functions understanding, credibility, and inference. And the category for attitude was set to sub-functions participatory level and openness. The standard for evaluating sub-functions in each of the categories formed in this way was minutely suggested with five stages. The rubric, which was developed on the basis of literature, was inspected through a regular seminar in one expert in science education and fellow researchers. The rubric, which was developed in the early days, was again modified by being verified on problem and improvement matter after being entrusted to four experts in scientific education. And, the finally-completed rubric indicated to be high with 0.96 in the content validity index by being verified the validity by the four experts in science education. The developed rubric will lead to being able to increase the understanding about demonstration in students, and to being available for being utilized as the criteria for developing the argumentation process program and for evaluating the argumentation activity.

• Journal of Korean Clinical Health Science
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• v.2 no.4
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• pp.231-238
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• 2014

Purpose. This study examines the effects of improving students self-esteem and sociability by conducting a Group Art Therapy Program for students with learning disabilities. This study focused on three students with learning disabilities, attending B middle school special education class located in K county. The study was conducted for two hours once a week (Friday) at B middle school during special education class from May 2, 2014 to July 18, 2014. Methods. For the tools of studying, Self-esteem and social strip forms/rubrics were filled, by students', before and after and data processing was inspected, paired t-Test using the SPSS / WIN (Ver.18.0) for quantitative analysis. Also, on the basis of content, analyzed data of the individuals' self-esteem social changes are shown in graph format. In addition, this qualitative study shows before and after of dynamic house, tree, person (K-H, T, P), dynamic family (KFD), dynamic school life of search phase (4-6 sessions) significant improvement of self-esteem and sociability in adolescents' with learning disabilities influenced by conducting a Group Art Therapy Program. Results. The result of this study can be summarized as follows. First, Group Art Therapy Program shows a statistically significant difference (p<.05) showing that self esteem average is 2.04 before Group Art Therapy Intervention but self esteem average is 2.92 after Group Art Therapy Intervention. Second, as a result of social strip pre-post, there wasn't statistically significant difference compared to self esteem pre-post result, although, post examination's average level was enhanced after Group Art Therapy Program in difference examination.(p>.05). Third, as a result of analysis the indicated pre-post change of Students' pre-post dynamic house, tree, person (HTP), dynamic family (KFD), a dynamic school daily life (KSD), students' family and interpersonal relationships, self-concept shows statistical significant changes. Conclusion. As the result of this study, Group Art Therapy Program shows effective improvement in students' self-esteem and social skills learning disabilities. However, a future study on larger and more diverse group of students' with learning disabilities are advised to be conducted in order to better understand the significance of the Group Art Therapy Program.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.