• International Journal of Contents
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• 제13권4호
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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.

• 자연과학논문집
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• 제12권1호
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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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• 제19권2호
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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.

• 한국환경과학회지
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• 제30권3호
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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.

• 농촌계획
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• 제28권1호
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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.

• 대한지역사회작업치료학회지
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• 제7권3호
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• pp.23-34
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• 2017

목적 : 국내 4년제 작업치료학과의 감각발달재활사 자격기준 관련 필수과목들의 개설현황을 조사하여, 작업치료사와 관련이 깊은 감각발달재활사 자격관리사업에 대한 대학의 대비 정도를 점검하고 향후 관련하여 교과과정 심의를 준비하거나 표준교과과정을 수립하는데 도움이 되는 기초자료를 제공하고자 하였다. 연구방법 : 전국의 4년제 작업치료학과 32개교의 교과과정 정보를 수집하여 감각발달재활사 자격기준 관련 필수과목들의 개설현황을 파악하고 분석한 서술적 조사연구이다. 결과 : 첫째, 공통필수 과목인 '장애아동의 이해' 개설학교는 9개교(28%)였고, 전공필수 과목의 경우 '신경과학/신경해부학'은 32개교 전부에, '감각처리장애와 중재/감각통합치료학'은 31개교(97%)에, '아동검사 및 평가'와 '감각재활현장실습'은 각각 동일하게 7개교(22%)에 개설되어 있었다. 둘째, 유사과목을 포함한 경우, '신경과학'과 '감각처리장애와 중재'와 '아동검사 및 평가'는 32개교(100%) 전체에 개설되어 있었으나, 실습교과의 유사과목은 발견되지 않았다. 셋째, 전국 4년제 작업치료학과의 감각발달재활사 자격관리사업에 대한 대비도 점수의 경우, 7점에 해당하는 대학은 4개교, 6점은 4개교, 5점은 2개교, 4점은 1개교, 3점은 2개교, 2점에 해당하는 대학은 19개교였다. 결론 : 감각발달재활사 자격기준 전공필수 교과들의 경우 실습을 제외한 다른 3 과목은 유사과목을 포함하여 전국 4년제 작업치료학과 32개교에 전부 개설되어있어 전문성 측면의 대비는 잘 되어있는 편이지만, 공통필수인 '장애아동의 이해'와 실습교과인 '감각재활현장실습'의 개설현황은 상대적으로 매우 저조한 현황이다. 상당수의 대학들이 발달재활서비스 자격관리사업에 대한 대비를 시작한 것으로 보이지만, 교과과정 상에 보다 적극적인 의지와 정확성이 반영될 필요가 있는 것으로 사료된다. 감각발달재활사 양성을 염두에 두고 있는 대학에서는 공통필수 교과와 필수 실습교과의 개설을 우선적으로 고려하고, 더불어 감각발달재활사 기준 지정명칭의 과목을 개설하고 제시되어 있는 교수요목을 고려하여 과목을 운영할 것을 제안하는 바이다.

• 한국학교보건학회지
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• 제2권1호
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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.

• 공학교육연구
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• 제11권1호
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• pp.85-100
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• 2008

이 연구의 목적은 초등학교 학생들을 대상으로 한 'F1 in Schools Program'을 개발하여 적용하여 보고 학생, 학부모, 학교의 반응을 조사하여 현장 적용가능성을 평가하고자 하는데 있다. 충청북도 청주시 소재의 W 초등학교 5학년 15명의 어린이를 대상으로 'F1 in Schools Program'(초등학교 학생용 워크북)을 개발한 후 현장 적용 가능성을 평가하기 위해 2007년 1월 22일부터 2월 2일까지 총 60차시에 걸쳐 수업을 진행하고 학생, 학부모, 학교의 반응을 조사하였다. 본 프로그램에서 활용하고 있는 CAD(Computer Aided Design), CFD(Computation Fluid Dynamics), CAM(Computer Aided Manufacturing), CNC Machine의 프로그램은 학생들이 직접 해볼 수 있는 참여와 신기성과 같은 특성으로 흥미를 끌기에 좋은 소재가 되고 있으나 프로그램을 조작하기에 초등학생의 인지 발달 수준 및 공작 능력이 미치지 못하는 것으로 나타났다. 학생, 학부모, 학교의 프로그램에 대한 만족도는 비교적 높았으나 학생의 경우 시간이 부족하다 응답하였고, 학부모와 학교의 경우 프로그램에 대한 이해가 부족함을 알 수 있었다. 학생들은 프로그램 실시 전보다 실시 후에 자동차의 속력과 관계된 과학적 개념이 향상되는 결과를 얻었다.

• 영재교육연구
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• 제22권2호
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• pp.243-264
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• 2012

본 연구에서는 R&E 프로그램의 운영지원현황 및 실태를 알아보기 위하여 R&E 운영단계를 준비-계획-실행-평가-종료 5단계로 구분하여 조사 및 분석이 이루어졌다. 총 18개 과학고와 3개 영재학교 R&E 운영담당자들이 본 연구에 참여하였다. 2010년 12월, 전수조사를 목적으로 각 학교에 설문지를 배포하였으며, R&E 운영담당자 21명(100%)이 설문에 응답하였다. 주요결과는 다음과 같다. 첫 번째, 준비단계에서 학생의 R&E 수행지침은 적절히 이루어지지 않고 있었으며, 운영을 위해 참고할 수 있는 자료도 매우 부족한 것으로 나타났다. 두 번째, 계획 단계에서 지도자를 대상으로 윤리적인 문제, 참고자료, 학생배경 특성 등에 관한 안내가 적절히 이루어지지 않고 있었으며, 학생들에게 지도자의 의무와 역할, 연구정보 및 업적 등에 대한 정보제공이 충분히 이루어지지 않고 있었다. 세 번째, R&E 실행단계에서는 80%의 학교가 수행 점검을 실시하고 있었으나 세부적인 점검내용에 대한 기록은 이루어지지 않고 있었다. 네 번째, 평가단계에서 산출결과의 평가기준은 모든 학교가 갖추고 있었으나, 수행 과정에 대한 평가기준은 약 절반의 학교만 가지고 있었고, 평가비율에 발표내용과 결과보고서 비율이 높게 나타나 평가가 '결과'에 많은 비중을 두고 있는 것으로 나타났다. 마지막으로, 종료단계에 결과자료집은 100% 보관되고 있었으나 평가결과는 2/3 학교가, 그리고 지도교수 정보는 약 1/3의 학교만이 보관하고 있는 것으로 나타났으며, 학생관찰 내용 및 면담자료도 비교적 잘 보관되지 않는 것으로 나타났다. 이와 같은 결과를 바탕으로, 효과적인 R&E 프로그램운영을 위한 운영개선 지원방안을 제시하였다.

• 직업교육연구
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• 제36권1호
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• pp.23-46
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• 2017

이 연구의 목적은 공업계열 특성화고 및 마이스터고 학생의 인성 수준을 분석하는 것이며, 이를 통해 인성교육과 추후 연구에 활용할 수 있는 기초자료를 제공하고자 한다. 이를 위한 연구 목표는 공업계열 특성화고 학생 및 마이스터고 학생의 인성 수준 및 배경 변인별 차이를 분석하는 것이다. 이 연구의 모집단은 공업계열 특성화고 및 마이스터고 전체 학생인 162,075명이며, 특성화고와 마이스터고 각각 500명, 총 1000명의 학생을 대상으로 설문 조사를 실시하였다. 조사 도구는 현주 외(2014)가 개발한 설문 도구를 본 연구 목적에 맞게 재구성하였고, 이에 요인분석과 내용타당도 검증을 실시하여 설문 도구에 대한 타당도를 확보하였다. 연구 결과는 다음과 같다. 첫째, 공업계열 특성화고 학생은 10개 덕목 모두에서 보통 이상의 인성 수준을 나타냈지만 이는 현주 외(2014)에서 제시한 고등학생 평균치에 미치지 못하는 수치였다. 둘째, 공업계열 마이스터고 학생은 10개 덕목 모두에서 보통 이상의 인성 수준을 나타냈고, 이는 현주 외(2014)에서 제시한 고등학생 평균과 비교했을 때 배려 소통, 예의, 정직 용기, 정의 영역에서 평균치 이하의 수치가 나타났다. 셋째, 공업계열 특성화고 및 마이스터고 학생은 부모의 가치관, 교사 존경 여부, 성적 스트레스, 학교 만족에 따라 인성 수준에 차이가 나타났으며, 추가적으로 마이스터고 학생은 진로계획에 따라 인성 수준에서 차이가 나타났다. 즉, 부모가 자신의 성적보다는 행복을 더 중시한다고 생각했을 때, 교사를 존경하는 학생이, 학교생활에 만족하는 학생이 더 높은 인성 수준을 보였고, 마이스터고 학생의 경우 진로를 결정하지 못한 학생에 비해 구체적인 자신의 진로를 계획하고 있는 학생이 더 높은 인성 수준을 나타냈다.