• Journal of the Korean Institute of Educational Facilities
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• v.6 no.2
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• pp.13-23
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• 1999

This paper seeks to find out the policies of management and layout of middle school rooms for the community people's use. This paper surveys community's needs with respect to both the use of school rooms before, during, and after classes and preferences of use of school rooms. This paper adopts two experimental case studies to find out the models. It uses t-test analysis of the statistics to find out community people's preferences for the use of school rooms between two communities in an urban area, and uses simple and multiple regression analyses to develop models concerning community people's uses of school rooms before, during, and after classes. It also uses cluster analysis to find out the cluster among community people's preference of school rooms. It found, first, that community people's use of school rooms after class can be influenced by the uses of a play ground, a music classroom, an audio visual classroom, and a gymnasium. The use during regular classes is related to the uses of the fine arts classroom, a general classroom, a home economics classroom, a gymnasium, and a playground. The use before class is affected by the uses of a fine arts classroom, a playground, and a library. It also found that, with respect to community people's preferential use of school rooms, the rooms can be clustered as a cluster of laboratories such as a general classroom, a music room, a fine arts classroom, a science classroom, a home economics classroom, and a technique classroom, a cluster of athletic areas such as a gymnasium and a playground, and a cluster of supporting facilities such as a library, an audio visual classroom, and a computer classroom. Those clusters can also be clustered in more detail, i. e., that both a general classroom and playground can be apart from a cluster of laboratories or a cluster of supporting facilities; that an audio visual classroom can be fostered into a cluster with a home economics affairs classroom and a technique classroom. Finally this paper suggests policies of management and layout of school rooms.

• Korean Institute of Interior Design Journal
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• v.26 no.5
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• pp.93-105
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• 2017

The elementary school classroom is a space where children spend a long time during the day, during the six years of childhood, in which children are emotionally sensitive and emotionally important. Therefore, it is necessary to create a classroom that can develop emotions considering the developmental characteristics of children. However, the elementary school classroom in Korea has less change in the classroom envir- onment than in the rapidly changing curriculum, and classrooms and furniture considering emotional development are hard to find. Therefore, this study suggests the necessity of improvement for classroom furniture of elementary school, presents problem and consideration condition of present classroom furniture by analyzing the present condition of elementary school classroom in Korea and child development characteristic of school age, and proposes the improvement direction through analyzing domestic and foreign classroom furniture products. To do this, we checked the physical and developmental characteristics of children ages 8 to 13, confirmed the use of the classroom furniture in 10 schools located in Seoul, Gye- onggi and Incheon, analyzed the problems of these furniture, compared and analyzed the shape, material, and color of the products of 32 domestic companies teaching tools manufacturers focusing on desks, chairs, lockers, and teaching aid box that are commonly used in classrooms. Through this, this study provided basic data for the selection of ideal classroom furniture in the future.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.783-790
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• 2015

The purpose of this study is to reconceptualize the homeroom management and classroom management for secondary school teachers. The result of the study is as follows: First, the homeroom management that has been usually miss-presented as 'classroom management' in Korea is the concept comprizing the elements of homeroom management and those of teaching management together. Second is the re-conceptualization of classroom management. As the sub-concepts of classroom management, the homeroom (classroom) management and the teaching (classroom) management are also suggested. The classroom management is defined as 'the conduct or ability to accomplish the educational activities successfully'. Meanwhile, the homeroom (classroom) management is defined as 'the homeroom teacher's conduct or ability to successfully accomplish the educational activities for class students' and the teaching (classroom) management as 'the subject teacher's conduct or ability to successfully accomplish the educational activities for the class'. Therefore, the teachers are asked to have the ability for classroom management - that is, both the homeroom (classroom) management ability as the homeroom teachers and the teaching (classroom) management ability as the subject teachers. Based on the results, this study suggests some school policies such as the sharing of effective classroom management strategies through the change of teachers' culture and the improving of working environment for better concentration to the classroom management.

• Korean Institute of Interior Design Journal
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• v.21 no.3
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• pp.163-173
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• 2012

Despite a lot of efforts, school violence is getting severe nowadays and especially it seems remarkably occurring among middle school students. Many studies show that most school violence occur in classrooms where the students spend most of their time in studying and socializing for their everyday life. The purpose of this study is to identify design elements of middle school classroom and to suggest some design plans for preventing school violence, in the point of view of CPTED. For this objective, six middle schools were selected from Gangseo-gu, Seoul, and the questionnaire and survey were conducted to identify the status of school violence and the physical classroom environment in each schools. An analysis was carried using SPSS to identify the correlation between the school violence and the physical environmental design elements. The results are as follows : although each selected school shows different status of school violence and the physical environment in classrooms, commonly the occurrence and the fear of violence are related to the classroom environment. Therefore, In order to plan classroom for preventing school violence, 'the proper size of classroom avoiding overcrowd', 'elevation design for the sense of belonging and territoriality', 'improvement of deteriorated environment' should be considered for reduce the causes of violence. And 'maximization of natural surveillance from hallway', 'accessibility of teacher' should be considered for rapid management of violence.

• Journal of the Korean Institute of Rural Architecture
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• v.16 no.4
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• pp.67-74
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• 2014

Departmentalized Classroom System is new school operating system to apply social needs. Recent social needs are characterized as learning environment and self-learning system. The purpose of this study is to provide basic data for equal learning environment condition in middle school applying departmentalized classroom system. This study has progressed through analyzing on 11 remodelling case of middle school in Gangwon-Do. The method of this study is visiting middle schools that operate the system, grasping the condition for environment composition, and investigating and analyzing practical use of the environment. The results of this study are summarized as follows: 1) The space compositions for departmentalized classroom system are generally desirable, but some schools take irrational space composition, especially on home base-teacher laboratory, classroom-teacher laboratory. 2) The space area distributions are different in every school. This result is based on not taking standard criterion on space area distribution.

• Journal of The Korea Institute of Healthcare Architecture
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• v.15 no.3
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• pp.71-77
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• 2009

This study is to understand the situations of special education classroom layout, find differences according to school levels and summarize the findings in order to build up the indicators for special classroom layout. As for elementary school level, special classrooms are using multi-purposes desk or group desk for diverse activities such as basic learning and formation of basic life practice. The most frequent type in classroom layout is Type E which is for diverse coner-learning and play activities and the next is Type C which secures activity space. Because security of dynamic activity which most teachers find problematic is important, it needs more research to secure dynamic activity space within classroom. As for middle school level, the most frequent type in classroom layout is Type B which is equiped for computer aided learning and the next is Type C which secures activity space. Research for systematic layout of activity space is needed in order to secure the spaces of dynamic activity and basic job training. As for high school levels, mostly Type B which emphasizes computer activities is adopted and next is Type F which is capable for job training. The survey about the size of special education classroom proves that most teachers want one and half size classroom which in not such a large classroom. It is expected that more systematic research of special classroom layout according to school levels may reach for rational space layout.

• Research in Mathematical Education
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• v.25 no.4
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• pp.267-284
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• 2022

In response to the current educational situation of students' heavy workload, the author constructs the precision-targeted classroom based on Precision Teaching (PT), Network Pharmacology, and Treatment Based on Syndrome Differentiation. The precision-targeted classroom can solve the current problems of PT and the phenomenon of the heavy academic burden on students, achieve the reduction of the burden and increase the efficiency of education. The precision-targeted classroom includes five key points: targeted goals, childlike thinking, precise intervention, intelligent homework, and stereoscopic evaluation, and the implementation process of the precision-targeted classroom is built from three aspects: before, during and after class. In addition, the author applied it to the actual mathematics classroom to test its teaching effect, and the experimental results showed that: the precision-targeted classroom significantly improved students' academic performance and thinking level; considerably improved students' classroom learning status, and facilitated teaching personalization and realized homework quantity control and quality improvement.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.301-327
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• 2016

This study was to examine the differences of Korean and Chinese high school students on classroom goal structure(i.e., mastery, performance-approach, and performance-avoidance), help-seeking behavior(i.e., help-seeking, and help-seeking avoidance), and school engagement(i.e., behavioral, cognitive, and emotional), and to identify the mediating role of help-seeking behavior in the links between classroom goal structure and school engagement. The final samples consisted of 290 Korean and 294 Chinese students in high school. Results were as followed. Firstly, Chinese students had a higher classroom mastery goal structure, classroom performance-avoidance goal structure, help-seeking and emotional engagement than Korean students, whereas Korean students had a higher behavioral engagement than Chinese students. Secondly, for Korean students, help-seeking and help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Moreover, for Korean students, help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. While, for Chinese students, help-seeking and help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. Also, for Chinese students, help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Therefore, help-seeking should be promoted in order to improve students' school engagement, and classroom mastery goal structure need to be created in order to encourage students' help-seeking.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.217-225
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• 1996

Science-related attitudes, perceptions of science classroom environments, and their relationships were investigated for a sample of 535 primary and secondary school students. Two scales of the Test of Science-Related Attitudes and five scales of the Classroom Environment Scale(CES) were administered. Students' perceptions of preferred science classroom environments were also investigated using the same scales of the CES and compared with those of actual classroom environments. The results indicated the primary school students had the most positive attitudes on Enjoyment of Science Lesson and Career Interest in Science. They also had the highest scores on perceptions of actual classroom environments, while the high school students had the lowest scores. Regarding the relationships between science-related attitudes and perceptions of classroom environments, multiple correlations for the five scales of the CES were found to be significant(p<01). The scores of four scales-Involvement, Teacher Support, Order and Organization, Rule Clarity-are significantly correlated with the scores of Enjoyment of Science Lesson. Students' perceptions of preferred classroom environments on the four scales of the CES are significantly higher than those in actual environments. However, students' perceptions of actual environments on Task Orientation are similar to those of preferred environments, and are not significantly correlated with Enjoyment of Science Lesson. Educational implications are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.1
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• pp.35-47
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• 2005

The purpose of this study is to investigate various kinds of discipline problems in middle school classrooms, and the differences in severity and frequency of the classroom discipline problems between male and female students' classrooms in middle schools. This study shows that the discipline problems in the middle school classrooms include using a cellular phone, chattering, sleeping, chewing gum, reading comic books, asking useless questions, challenging a teacher, fighting, calling names, skipping class, throwing trash in the classroom, breaking classroom equipment, creating disorder, losing materials, playing with a ball in the classroom, gambling, and so on. Generally, male students recognized the severity of the classroom discipline problems more than the female students. However, it is shown that the frequency of discipline problems in male students' classrooms is higher than that in female students' classrooms. From the results of this study, male students have more active discipline problems (playing with a ball in the classroom, throwing trash in the classroom, coming to class late, gambling, cutting in line, and so on). On the other hand, female students have more passive discipline problems (making a noise by using a cellular phone, asking useless questions, sending messages to a classmate, studying other subjects, scattering, and so on).