• Journal of vocational education research
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• v.36 no.1
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• pp.1-22
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• 2017

This study examined the process of admission selection of vocational high schools and meister high schools and how the process have been utilized by schools to select appropriate students and by students to make decisions for application in consideration of their interests, aptitudes, and career paths. To address the purpose of this study, Focus Group Interviews(FGI) were conducted with three groups of participants: vocational high schools and meister high schools teachers, high school freshmen' parents, and middle school teachers who had many students advanced to vocational and meister high schools. The findings indicated that during the promotion process, schools made efforts to attract students with higher GAP and provided information mainly regarding employment rate instead of curriculum or program of majors. Since schools usually visited middle schools where higher GPA students were, not all students had balanced opportunities of high school promotions and enough information about majors. For the application process, the schools placed a high value on scholastic performance while students applied high schools considering their interests, aptitudes, and career paths. In terms of admission type and criteria, the high school teachers reported no big differences between special admission and general admission while students took advantage from the special admission process which was less competitive than general admission. Based on the findings, a number of suggestions were made in order to improve the process of admission selection of vocational high schools and meister high schools.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.279-286
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• 2022

The purpose of this study is to present a case of the development and application of a one-time special lecture program that requires the use of computers in frontline elementary and secondary schools. For this purpose, the researcher developed an Arduino-based special lecture program that works as a teaching tool to help with the functions of a student PC with a Raspberry Pi. This special lecture program was applied at three elementary and middle schools near K-University, and then the program was evaluated. The results of this study are as follows. First, the researcher developed a teaching aid for PC functions to be used in special lectures. Second, teaching and learning materials for visiting special lecture education programs using Arduino were developed. Third, in the special lecture, a teaching-learning method was used to guide a small number of students individually. Fourth, the special lecture program resulted in high satisfaction. The results of this study can be a useful reference for teachers who plan one-time special lecture programs requiring computers or for those who want to apply physical computing-related devices in an educational field.

• Journal of the Korean Society of School Health
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• v.4 no.2
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• pp.176-192
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• 1991

School nurses, in service of 102 special schools in Korea, were urveyed by mail questionnaires from February to March, 1991 and 77 of hem responded. Collected data were analyzed to establish the direction of health management in special school and to provide basic reference data for improving the quality of the management of school-nurses' services. The major findings are as follows: Out of special schools surveyed, 67.5% is private school and 83.2% is located in city. The average number of classes, students, and educational personnels per special school is 17.2, 194, and 28 respectively. The average age of school-nurses surveyed is 32.7. The proportion of graduates from the junior college and upward was 97.4%, the proportion of the married was 71.4%. Out of respondents, 71.4% has religion : 79.2% has past career in the fields of clinics or public health: 62.3% accompanishes independent services: 77.9% belongs to primary school. About 69% of nursing room in special schools surveyed is located at the first floor. Out of special school surveyed, 90.9% has no organization for school health programms: Only 18.2% entrusted everyone of school doctor, school dentist, and school pharmacists with school health. 46.8% of respondents didn't know about the annual budget for school health programmes. The average annual expenditure for school health programme per special school was 317,000F26. won and the purchase cost for medical supplies accounted for the larger part of them. The monthly average number of students utilizing school nursing room was 71 per school, annual utilization times of school nursing room was 4.4 per student and utilization due to injury was prevalent by 26.6% and there is some differences in using the school nursing room according to disabled area. Rate of referral to medical facilities was 1.4%. The leading reason of referral to medical facilities was high fever among those who have visual handicaps, fracture among those who have emotional disturbance, injury by trauma among others. Nine hundred fifty six students of students in special school surveyed have sufferd from epilepsy and prevalence rate of epilepsy was 6.4%. Only 22.6% of respondents replied that they had physical examination more than 2 times per year. Out of respnodents, 98.7% answered that they had health education and 67.1% of them ansered that they educated in a classroom, 98.7% of respondents emphasized need of sex education. Respondents put the most emphasis on the personal hygiene when they performed health education and they used broadcasting education in the area of visual handicaps, OHP or VTR in hearing handicaps, home correspondence or OHP VTR in other area importantly. About 47% of repondents answered that health education was the most difficult and they emphasized that definite guide on health management was requested. Respondents had self-confidence and high perfomance rate in most of school-nurses' services completely, but so they was not in area of evaluation of school health programmes, an examination of physical strength, evaluation of health education, management of school purification area, suture of wounds. In consideration of above findings, we may conclude that special education for school-nurse in special schools as well as improvement of definite guiding principles are requested to establish direction for health management in special schools and to improve the degree of quality for school-nurses' sevices in special schools.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.57-69
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• 2003

This study investigates the school resources and programs for health promotion services, especially in areas of smoking cessation and acohol-reducing. The health of students is very important because of students' long life-span remained and their impacts on the community. A three-stage survey model was established. Three stages include a current status of school health resources and programs, an attitude to get rid of health risks at school, and a behavioral intention to provide health promotion programs in the near future. Three hundred and thirty-six schools filled up and returned the questionnaire by mail. The results showed that the facility and personnel for health management are equipped sufficiently in general, except in rural area located, small sized, or middle schools. But provided programs are not good enough in both quantity and quality. Frequently, schools provide the programs such as advertisement, mass education by internal lecturers, and individual. counselling. The programs of special lectures, group activities or rather active use of suppresants are provided rarely, because of the lack of special knowledge or financial supports at school. However, behavioral intention to provide such programs was high. Therefore, the role of health department at school should be fortified. The health teachers need to be trained as a consultant, and the education materials need to be provided to them The school also need to be supported with external experts for special lectures or group activities. In conclusion, schools need to pay more attention to the health risk of students and develop the effective and efficient school health programs for students' health.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.2
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• pp.256-268
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• 2007

The present research investigated the relationship between social competence and behaviour problems of children with mental retardation. Participants were 73 from both regular and special education schools. Social competence and behaviour problems were measured using the Teacher-Child Rating Scale. An important findings of this study described as the following. First, there were no significant differences in social competence and behaviour problems between boys and girls. Second, there were moderate significant differences in social competence between lower and higher grade children with mental retardation. Children who are higher grade had a significantly more social competence when compared with children who are lower grade. But there are no significant differences in behaviour problems between lower and higher grade. Third, there were moderate significant differences in social competence between lower and higher IQ children with mental retardation. Children who are higher IQ had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who are lower IQ. Forth, there were moderate significant differences in social competence between the regular schools and special education groups. Children who attended special education schools had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who attended regular schools. Fifth, social competence of children with mental retardation was negatively related to behaviour problems. These findings suggest that characteristics of social competence and behaviour problems of students with mental retardation should be considered in order to successfully implement social competence interventions of students with mental retardation.

• Journal of the Korean Institute of Educational Facilities
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• v.26 no.3
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• pp.25-32
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• 2019

Current, integrated schools are small schools in rural areas and old towns with declining population, or special purpose middle and high schools. And new residential districts in urban areas including Seoul have also been established in integrated schools. In particular, the number of school of central investment evaluation for integrated schools in urban areas is increasing. In this way, integrated schools, which have been mostly implemented in small rural areas, are being introduced as new ways to establish schools in urban housing development areas where the number of students is small or the number of students is difficult to predict. However, many studies of integrated school have been limited to appropriate scaling of small schools in rural areas, school management methods, and satisfaction surveys. The study of integrated school in urban areas is also focused on the study of architectural planning. In addition, there were limitations in suggesting the comprehensive establishment plan of schools or approaching urban planning when developing housing complexes. The purpose of this study is to suggest efficient establishment plan of integrated school in the development of urban housing complexes.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.111-128
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• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.

• Journal of the Korean Institute of Educational Facilities
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• v.12 no.4
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• pp.17-29
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• 2005

The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate spatial organization of the special classroom by looking at the relationship between learning activities and living activities and the existing spatial organization. At present, there are no proper architectural standards which correspond to special class children's handicap and it's various characteristics. The special classes are just using ordinary classrooms without a considerations of the children with manifold handicap. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.282-295
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• 1993

This study was accomplished to survey of current situation and management of science education in the special classroom(school) managed by firm. The status of management and the evalution of the scientific inquiry ability were taken on workers attending 17 Special Classes and 9 Special Schools located in Taegu City and Kyungpuk Province. As a responses, most students chose the subject "Science"as an option within their limited 8 units credits. About 88.5% of the students were female. About 78.3% of the classes/schools were conducted in the evening only. About 59.4% of teaching staffs were prevailed with female in these classes, and most of them were young, naive, and unexperienced with their major in chemistry and physics. Insufficient facilities and equipments, crowded classes, understaffed instructors, and inappropriated text materials. etc., were reasons for the students not receiving maximum benefit from these classes and schools. In order to evaluate of scientific inquiry ability, 25 items were constructed and administered to 250 students. The processes of scientific inquiry were classified into 5 categories(category I : establishing a subjects, category II : planning a experiments, category III : conducting a experiments. category IV : interpreting a result of experiments, category V : formulating generalization). As the result obtained from the achivement test analysis, the scores for all the students were significantly low, and the scores for girls were higher than those for boys. The results of test in the selected students showed that inquiry abilities in the category I, II and V were higher than those in category III and IV.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2476-2483
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• 2014

This study aims to review the characteristics of specialized classrooms for governmental secondary schools in the Japanese Colonial Era by analyzing architectural drawings collected by National Archives of Korea. The results of this study are summarized as follows 1) Under the influence of Japanese science promotion of that time, specialized classrooms for science were considered as one of essential facilities. Typically exclusive specialized classrooms were assigned to two major science subjects : physics-chemistry and biology. 2) To science specialized classrooms, ancillary rooms for preparation, experiment equipment and specimen were attached and science lecture room with stepped floor was planned additionally only for the lecture on theories and the demonstration of experiment. 3) Specialized classrooms for science were zoned independently of other facilities because of the special equipments and safety. 4) Art rooms were common to both boys' and girls' schools but concerning music rooms, girls' schools had special concerns, whereas boys' schools did not. 5) Specialized classrooms for homemaking subject of girls' school were as much important as those for science subjects of boys' school. 6) Some early-established Korean boys' schools had handicraft rooms which were the symbol of vocational education-oriented, unequal policy on Koreans. Though not general cases, specialized classrooms for geography-history were planned for Japanese boys' school. Restricted to governmental secondary schools but considering the uncommon state of specialized classrooms of that time, these characteristics show conditions of early time when special classrooms were introduced into Korea.