• International Journal of Contents
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• v.13 no.4
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• The Journal of Natural Sciences
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• v.12 no.1
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• pp.103-110
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• 2002

The aim of this study was to analysis the landscape equipments of 42 school gardens in Taejon metropolitan city. Outdoor educational landscape equipments were found out at 10 schools out of 42 schools. The materials of main entrance were consisted of steel and stone at 19 schools. The stands at front of the main ground were existed at 21 schools. The pergolas and benches were existed at 20 schools. The living material fences were found out at 21 schools. Plant nameplates were found out at 22 schools. But the contents of the nameplates were so poor. The wetland and roof garden of the school were not existed. School landscape equipments should be introduced by the distinction of elementary school, middle school, and high school as well as by the space of the school site.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.20-39
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• 2020

In order to overturn the exclusion of Korean schools from the newly implemented free tuition program (2010) as part of sanctions against North Korea, members of Korean schools and Japanese supporters have focused on "students' innocence" and "multicultural coexistence" as viable frameworks to explain why the students are sympathetic and legitimate subjects who deserve equal rights. Examining different political strategies employed by the Korean schools and their supporters through ethnography and media analysis, the article pays close attention to how they claim their eligibility for these rights while they negotiate state surveillance and intervention in the process. I argue that in their efforts to gain recognition as deserving and sympathetic subjects, Korean schools are trapped in what political theorist Patchen Markell calls a "permanent temptation" in pursuing "recognition." Anti-North Korea sentiments in Japan have made the desire for good recognition even more urgent among Korean school community members. The paper will demonstrate that the search for recognition unwittingly reinforces and perpetuates existing relations of subordination and state dominance over their education as it has forced the Korean schools to accept various "conditions" that would radically alter the core principle, mission, and pedagogy of Korean school education that is rooted in decolonizing theory and praxis. This paper will shed lights on dilemma of multicultural coexistence the Korean minority population faces in Japan today.

• Journal of Environmental Science International
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• v.30 no.3
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• pp.207-218
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• 2021

This study was conducted to provide basic data for the establishment school forests in order to utilize school forests as a place for environmental education through analyzing the planting status in elementary schools located in Changwon-city. School forests including meditation forest were the largest in Yongho elementary school (below e.s.) in meditation forest school and Dogye (e.s) in normal school. Jehwang (e.s.) and Sangnam (e.s.) showed the most abundant green area given for the management per member. The number of planting species and individuals in school forests differed greatly by elementary schools. There was also a difference in the number of planted species for establishment of meditation forest. There were no significant difference the concordance rate between the plants planted in the school forest and the plants mentioned in the textbook between meditation forest schools and normal schools. Index of ecological health averaged 3.2 for meditation forest schools and 2.4 for normal schools, which is the result of increase in green area and green rate due to the establishment of the meditation forest.

• Journal of Korean Society of Rural Planning
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• v.28 no.1
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• pp.49-55
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• 2022

School closures in rural areas is especially relevant because low fertility rate and population aging are common not only in rural but also in urban areas. This paper examined a variety of users' perceptions on welfare facilities using closed rural schools. For this study, the descriptive survey research design was conducted at the EZER located in Kyungsnangbuk-do. The sample size of 200 was selected through convenience sampling and data collection was completed by a self-completion written questionnaires. Main findings are as follows: 1) the level of users' relative satisfaction with welfare facilities using closed rural schools was generally positive, main factor associated with relative satisfaction was facilities and surrounding environment at closed rural schools, 2) socioeconomic usefulness of closed rural schools was also was generally positive, main factors for revitalization were adequate facilities and places, accessible and convenient places, 3) future necessity and willingness for welfare facilities using closed rural schools were overwhelmingly positive, children or youth were revealed as a priority service target. Finally, theses analyses show that a high proportion in the rural welfare sector, especially seemed to have a positive impact on bridging negative gabs between urban and rural in the socioeconomic development and social welfare.

• The Journal of Korean society of community based occupational therapy
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• v.7 no.3
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• pp.23-34
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• 2017

Objective : The purpose of this study was to investigate establishment status of the mandatory courses designated by Ministry of Health & Welfare for qualification of sensory developmental rehabilitation specialist(SDRS), within curriculum of baccalaureate occupational therapy(BOT) programs in Korea Methods : This is a narrative study to investigate and analyze certain courses established in curriculums of all 4-years occupational therapy(OT) programs, which is 32 schools. Results : 1) The shared mandatory subject, 'Understanding Children with Disabilities(UDC)', has been established at 9 schools. For the branch mandatory subjects, 'Neuroscience(NS) or Neuroanatomy' has been established at all 32 schools, 'Sensory Processing Dysfunctions and Intervention(SPDI)' or 'Sensory Integration' has been established at 31 schools, and each of 'Assessment & Evaluation for Children(AEC)' and 'Practicum of Sensory Rehabilitation(PSR)' has been established 7 schools for same. 2) For the mandatory courses, all 32 schools were offering designated- and alternative courses of NS, SPDI, AEC, but there was no change in the number of schools offering the practicum course since there was no case of alterative for it. 3) In terms of general provision score, there were 4 schools for score 7, 4 schools for score 6, 2 schools for score 5, 1 schools for score 4, 2 schools for score 3, and 19 schools for score 2. Conclusion : Establishment of the mandatory courses required to the qualification of SDRS among the BOT programs in nation were investigated. Including alternative courses, all the branch mandatory courses except practicum course are established in all the 32 schools. However, the shared mandatory subject, UDC and the practicum subject were established in only few schools. In the provision level evaluation of BOT programs for the SDRS qualification, it is shown that many schools has been started the provision already but still many schools' curriculum did not reflect the willingness and accuracy well. For the schools planning successful accreditation in near future, it is recommended that they prioritize the establishment of the shared mandatory course and the practicum course since these two subjects are recognized as critical factors for that. In addition, it is also needed of comparative inspections for course title and syllabi based on the guideline provided by Ministry of Health & Welfare.

• Journal of the Korean Society of School Health
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• v.2 no.1
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• pp.58-90
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• 1989

This study was attempted to contribute to the development of school health by providing the basic data about the distribution basis and distribution aspect of teachers holding additional school health that are in charge of school health business in parimary schools, middle schools and high schools without any nurse-teacher. This study analyzed literatures about the history, related laws, organization and professional manpower of school health. The emphasis was set on the distribution basis of theachers holding additional school health. The results of this study are as following: 1. The school health of the world dates to the late 18th century in Europe where was free supplying with food for poor children. The school health of Korea orginated from smallpox vaccination which was executed with appearance of modern schools in the late 19th century. 2. The related laws of school health began as a part of Education Law with was constituted in 1949. By the School Health Law constituted in 1967 and the enforcement ordinance of School Health made firm the legal basis of school health. 3. The administrative organs of school health are the Ministry of Education in center and each Board of Education in cities and provinces. For the first time in 1979, the department of school health was established in the organization of the Ministry of Education. And at about the same time of establishment of the department of school health, health section was established in the department of social physical-training in locality. 4. In the manpower of school health which was presented in the related statute of school health, there are the ward chief of education, the superintendent of educational affair, of cities and districts, the mayors, the governors of provinces, the school managers, the principals, the school doctors, the school pharmacists, and the nurse-teachers, including teachers holding additional school health as the practical manpower of school health. 5. In order to get some information on distribution aspect of teachers additional school health, this study made up a questionnaire from August 3 to August 11, 1988. The subjects of this study were 212 leachers who took part in the yearly training for teachers holding additional school health from Kyunggi province, Chungbuk province and Jeonbuk province. The results of the questionnaire are as following: 1. The distribution percentages of teachers holding additional school health according to each Board of Education wich schools are subject to, are as following:70.1% (Kyunggi), 76.5% (Chungbuk), and 81.4% (Jeonbuk). There was a significant difference. The distribution percentages of teachers holding additional school health according to the school levels of 3 provinces are as following: 74.1% (Primary schools), 77.8% (Middle schools), 76.7% (High schools). There were little significant differences. 2. The distribution according to the general characteristics of the subject schools: There were 64.2 percent of primary schools and 35.8 percent of middle schools among 212 schools. 91. 5 percent of schools were located in districts. Public schools formed 55.7% and then national schools were higher in percentage than private schools. 58.5 percent of schools had 1-9 classes, 64.6 percent of schools had 101-500 students, and 90 percents of schools had 1-20 teachers. In considering student sex, the coed school showed the high distribution percentage (Primary schools : 100%, Middle schools: 81.6%). 3. The distribution according to the characteristics of teachers holding additional school health: 93.3 percent of teachers were female, and more than 60 percent of teachers were 20-29 years old. As the age got higher, the percentage became lower. There were little significant differences by marital status. In considering their educational status, 86.8 percent of teachers in primary schools were from teacher's colleges, and 64.5 percent of teachers in middle schools were from education colleges. In considering teaching career, 46.7 percent of teachers had teaching career of less than 2 years. 73.6 percent of teachers had held additional school health for less than one year. More than 80 percent of teachers had participated in the training one time or twice. More than 70 percent of teachers had 1-2 additional jobs except for the school health business. The motivation to hold additional school health is most caused by mandatory order, which accounts for more than 80.0 percent. In considering interesting degree concerning school health, lukewarm answer is the highest of 62.7 percent, followed by affirmative answer of 23.6 percent. In considering their contentment degree respecting additional school health job, "discontent or very discontent"is the highest of 47.6 percent. As a descontent reason of additional school health job, overwork is the highest factor of 37.9 percent. Among addiitional school health job, the most difficult affair is nursing service to be 34.0 percent, followed by health education of 31.6 percent. It testify the need of professional. The source of knowledge about school health has been acquired from masscommunication or private health experience, which account for as much as 56.1 percent. It shows seriousness of lack of professionalism. With regard to neccessity of school health experts, 95.8 percent represents absolute need. With above consideration of study results, I propose as follows : 1. I propose that the authorities concerned unify and improve statute respecting current school health which has not been steadfastly supporting school health business by ambiguity of expression and dualization. 2. I propose that the authorities concerned give the school manager, school staffs and parents of students educational chance with which they can acknowledge the importance of school health and in which they can participate as well as set up alternative policy plan to be albe to vitalize school health committee. 3. I propose that administrative organization practicable to taking totally charge of school health business is established within the Ministry of Education. 4. I propose that the authorities concerned back up and cooperate in an attempt by make school health better and desirable toward development by way of appointing qualitied health teachers on the basis of legally regular teacher staffs.

• Journal of Engineering Education Research
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• v.11 no.1
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• pp.85-100
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• 2008

The purpose of this study is development of 'F1 in Schools Program' for elementary school student and validation of the program. Fifteen students were originally chosen from the W elementary school in Cheongju, Chungcheogbuk-Do. The children were tested on their understanding of science and 'F1 in Schools Program'. After developing the 'F1 in Schools Program', it was used in the classroom to evaluate applicability and to examine the responses from students, parents and schools. The program consists of 60 classes and the time of each class is 40 minutes. This study was conducted for 10 days from January 22nd, 2007 to February 2nd, 2007. CAD(Computer Aided Design), CFD(Computation Fluid Dynamics), CAM(Computer Aided manufacturing) and CNC Machine were used in this study and proved to be good materials for students in that they increased the students' participation and imagination. However, the children's cognitive and creative abilities as well as manuals written in English hampered the process. Most students, parents, schools seemed to be satisfied with use of the program. However, the schools showed that there was not enough understanding of the program as a whole. The processes with which students build and inspect using the $CO_2$Model Car not only improves the processing of the model but also enhanced the students scientific understanding related to the car speed.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.243-264
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• 2012

The purpose of this study was to investigate the current status of R&E programs in gifted high schools/science high schools and to provide suggestions for the better program. The sample included 21 R&E coordinators in the gifted high schools and science high schools. They filled out the survey, asking about the R&E program; then, the researchers interviewed the coordinators based on the answers of the survey. The results are as follows: 1) The R&E guidelines and related materials were not enough to use. 2) At the planning step, students and the mentors received were provided a little information, such as ethical issues, students' information, the roles of mentors/ students, mentor's research interest areas and products, etc. 3) At the research step, 80% of the schools had the monitoring process but the details were not written and saved. 4) At the evaluation step, the rubric of the product evaluation existed; the rubric of performance process were established by half of the schools. 5) At the closing step, 100% of the schools had the final product materials; the results of the evaluation and the information of the mentors were saved by 2/3 and 1/3 of the schools, respectively. Discussions and suggestions were included for the better R&E programs.

• Journal of vocational education research
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• v.36 no.1
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• pp.23-46
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• 2017

The purpose of this study is to analyze the personality level of industrial-field specialized high schools and Meister high schools. The study objective for this is to analyze the differences per background variable and personality level of students of industrial-field specialized high schools and to analyze the differences per background variable and personality level of students of industrial-field Meister high schools. The study result is as follows. First, students of industrial-field specialized high schools showed personality level above normal in all 10 virtues, but this value fell short of the average for high school students suggested in Hyeon et al(2014). Second, students of industrial-field Meister high schools showed personality level above normal in all 10 virtues, and compared to the average for high school students suggested in Hyeon et al.(2014), categories of consideration and communication, manners, honesty/courage, and justice showed values below average. Third, students of industrial-field specialized high schools and Meister high schools showed differences in personality level according to nurturing style of parents, respect for teachers, stress for academic achievement, and school satisfaction, and additionally, students of Meister high schools showed differences in personality level according to career plans. That is, when the student perceived his/her parents to put higher value on his/her happiness rather than academic achievement, when the student respected the teacher, and when the student was more satisfied with te school life, the student showed higher personality level, and in case of students of Meister high schools, the student with detailed plan for his/her career showed high personality level than the student who has not yet decided on his/her career.